1. Handbook for the integration of the
gender perspective in teaching and
research
This project has received funding from the European Union’s
Horizon 2020 programme under grant agreement no. 824536
María J. Pando-Canteli
Pilar Rodríguez
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2. 1. DESCRIPTION OF THE PRACTICE: WHAT
CREATION OF A HANDBOOK FOR THE INTEGRATION OF GENDER PERSPECTIVE IN
TEACHING AND RESEARCH AT THE UNIVERSITY OF DEUSTO
 Unlike other published guidelines, this one has adapted to
the realities of the university ecosystem and provides specific
examples and explanations to make it useful and friendly.
 Organized in three sections:
 Gender mainstreaming in research,
 Gender mainstreaming in teaching, and
 Glossary that helps the user and provides definitions of
basic concepts.
 Conceived as a real and useful tool created by academics for
academics, three principles have been prioritized: clarity,
usefulness and didactic purpose.

3. 1. DESCRIPTION OF THE PRACTICE: WHO & WHEN
PILOT group: Six faculties
Collaborative effort carried out by 31 academics and researchers at the University
of Deusto (September 2020-June 2021)
Participants by Faculty. RESEARCH GROUP
Law Psychology And Education
Engineering Social And Human Sciences
International Office DBS
Participants by Faculty. TEACHING GROUP
Law Psychology And Education
Engineering Social And Human Sciences
Social responsibility DBS
Theology

4. 1. DESCRIPTION OF THE PRACTICE: HOW
Training
(UPC & YW) 2 Working groups
5 Research sessions
5 Teaching sessions
Design of
indicators
Practical
examples
Final discussion:
GUIDELINES draft
Contrasting group:
discussion
FINAL VERSION

5. 1. DESCRIPTION OF THE PRACTICE: WHAT FOR
 Helps research staff understand the relevance of the gender perspective in research and teaching
 Helps academics to include the gender dimension in research and teaching with practical guidance at all stages
 Indicates how to prepare proposals, design projects and develop more gender-sensitive research, eliminating
gender bias
 Allows researchers to develop more competitive proposals by making research results more relevant to society.
 Incorporates examples of research and teaching developed at the University of Deusto in the disciplines
represented by the work team
 Incorporates the designed indicators and their implementation into the Learning Guides for each subject
 Promotes inclusion by eradicating “gender blindness”, improves students’ performance and provides innovative
perspectives on the teaching-learning experience itself.
 Establishes lines of work for future advances in the matter
 Creates a work community whose knowledge serves to spread good practices to other people

6. 2. WHY IS YOUR PRACTICE AN EXAMPLE OF
INSTITUTIONALIZATION?
• It originates in the context of the GEARING ROLES project and is part of
the GEP of the University
• It has involved 31 volunteer faculty members (women and men) from all
disciplines
• It has received support from the University Social Responsibility Unit
• It relied on hands-on experience in teaching and research
• It has been included in the programme of formative courses offered to
university members in the present academic year

7. 3. STRENGTHS, LESSONS LEARNED AND CHALLENGES ABOUT THE
PRACTICE
STRENGTHS AND LESSONS
LEARNED
• Collaborative effort. Innovative, inclusive, and
highly positive experience
• Created a work community not formerly
associated to gender related activities
• Academics previously reluctant to include a
gender perspective have shown interest
recently
• The Handbook will be published in the
upcoming months and will be available to all
university members
CHALLENGES
• Widespread implementation: from the
pilot group to all fac members
• Sustainability once the H-2020 Project
and USR no longer provide funds
• Need to integrate as a Quality assurance
indicator
• Evaluation
• Dissemination

8. 4. HAS THE SUPERA CONSORTIUM OR A H2020 PROJECT BEEN A
FACILITATOR FACTOR? HOW & WHY?
SUPERA PRINCIPLES (CUMULATIVE, INCLUSIVE, INNOVATIVE,
SUSTAINABLE)
• Main impact of SUPERA Project: Lesson learned from the toolkit
Resistances to structural change in gender equality and related
documents. Most relevant for this and other research projects (ARES:
https://antifeministresistances.com/)
• Deusto is in the process of achieving the implementation of a GEP. Beyond
the innovative component, the other three characterizing elements
(cumulative, inclusive and sustainable) need active work by all university
representatives as well as by the core group of the GEP