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CES-UC “WORKING CONDITIONS, TIME USAGE AND ACADEMIC PRODUCTION DURING THE COVID-19 CRISIS“

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University of Coimbra
Faculty Members Survey
“WORKING CONDITIONS, TIME
USAGE AND ACADEMIC
PRODUCTION DURING THE
COVID-19 C...

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SUPERA Follow-up and Review meeting, Madrid
Sample
· Survey of 219 faculty members at UC; respondentes
54% women and 45% m...

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SUPERA Follow-up and Review meeting, Madrid
Physical working conditions
- Access to resources
· Acess to some essential re...

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CES-UC “WORKING CONDITIONS, TIME USAGE AND ACADEMIC PRODUCTION DURING THE COVID-19 CRISIS“

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Presentation held by Mònica Lopes (CES-UC) during the online event "How COVID-19 impacted on gender equality in academia", organised by SUPERA on 9 June 2021.

More info about the event are available here: https://www.superaproject.eu/covid-19-impact-on-gender-equality-in-academia-on-9-06-an-online-event-to-present-the-surveys-results/

Presentation held by Mònica Lopes (CES-UC) during the online event "How COVID-19 impacted on gender equality in academia", organised by SUPERA on 9 June 2021.

More info about the event are available here: https://www.superaproject.eu/covid-19-impact-on-gender-equality-in-academia-on-9-06-an-online-event-to-present-the-surveys-results/

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CES-UC “WORKING CONDITIONS, TIME USAGE AND ACADEMIC PRODUCTION DURING THE COVID-19 CRISIS“

  1. 1. University of Coimbra Faculty Members Survey “WORKING CONDITIONS, TIME USAGE AND ACADEMIC PRODUCTION DURING THE COVID-19 CRISIS“ - MAIN RESULTS
  2. 2. SUPERA Follow-up and Review meeting, Madrid Sample · Survey of 219 faculty members at UC; respondentes 54% women and 45% men (overrepresentation of women in the sample by 8 p.p. – felt more acutely in higher ranks) Respondents by sex/gender N % Female 153 54,4 Male 126 44,8 Non-binary 2 0,7 Total 281 100,0 Respondents by academic rank (*) Total % Women N % Rank A 20 7,1 40,0 Rank B 35 12,5 57,1 Rank C 126 44,8 50 Rank D 98 34,9 63,3 Total 281 100,0 54,4 (*) Grade A: Full Professor, Researcher Coordinators; Grade B: Associate Professors, Principal Investigators; Grade C: Assistant Professors /Researchers; Grade D: Other academic personnel (Assistants; Lecturers, Monitors; Research fellows with/without PhD (non-tenure track positions). · Response rate of 14% · All survey results presented as differing over gender/sex, age, parenthood and type of contract are statistically significant.
  3. 3. SUPERA Follow-up and Review meeting, Madrid Physical working conditions - Access to resources · Acess to some essential resources is not uniform – influenced bt gender, parental status, age and type of contract · Men report greater accessibility to most listed resources, except access to outdoor space · Negative effect of motherhood on internet speed · Not of fatherhood · Maternity as an importante factor hampering women´s access to all resources · Age and employment status: · Own working spaces and quite environments are less accessible at younger ages and to people with precarious contracts; · Younger male academics do not experienced the relative disadvantage younger females face on access to proper housing conditions and quiet environments Resources for remote work (%)
  4. 4. SUPERA Follow-up and Review meeting, Madrid · Psychological impact particularly perverse for women (higher levels of sadness, anxiety, health and professional concerns, perceived lack of control) · Parenthood effect – academics with childrn more aprehensive about future · Young and precarious – young professionals and those with precarious contracts share concern about professional future, as well as stress, anxiety and sadness; Psychological impact Psychological/emotional effects of the lockdown (N= 281; mean values)* *Scale: 1 – Never; 2 – Rarely; 3 – Often; 4 - Always
  5. 5. SUPERA Follow-up and Review meeting, Madrid Time usage - Professional/academic time usage · The pandemic has disproportionately affected the personal time and dedication to domestic and care work of female academics and of younger academics with children; · Prominence of sex/gender to understabd the effectes of the working conditions imposed by Covid-10 pandemic. Figure 3. Changes in time allocation to personal and household tasks under lockdown (mean values) (N=281) 0 0.5 1 1.5 2 2.5 3 Household chores Preparing meals External household chores Caring for children Homeschooling Caring for adults Sports/physical exercise Leisure Personal care Female Male Total
  6. 6. SUPERA Follow-up and Review meeting, Madrid Time usage - Academic time usage · The most pronounced adjustements are those by academic staff with children in “research” and “knowledged transfer” (34% and 63%, respectively); · women particularly bound to e- teaching and institutional departamental servisse; · In terms of academic production: · Greatest increase in number of scientific outputs oberved amongst women (no statistical significance) · Interception of gender and parental status contributes decisively to shape conditions for scientific production during lockdown · Female and precarious academics submitted less to peer-reviewed journals Average change in weekly hours dedicated to the different areas of academic/scientific work before and during confinement
  7. 7. SUPERA Follow-up and Review meeting, Madrid CONCLUSIONS GREATER SEVERITY OF THE EFFECTS OF THE PANDEMIC CRISIS ON ACADEMIC WOMEN, BUT PRECARIOUS AND JUNIOR ACADEMICS WITH YOUNG CHILDREN ALSO PARTICULARLY DISADVANTAGED Work-life balance - Female academics and academics with young children are those who most emphasize the influence of COVID-19 on the amount of time dedicated to professional work; - Female academics report greater spillover between family and work; - Female and younger academics with greater difficulties in reconciling work / home / family life and greater exposure to stress / anxiety. Academic production - Female academics with children in particular disadvantage when compared to women without children and men (with and without children). - The decrease in academic output is even more pronounced among those who are precariously employed. - However, no statistically significant difference in female academics´ outputs.
  8. 8. SUPERA Follow-up and Review meeting, Madrid (*) Diferenças com significância estatística para um nível de confiança de 95%. MITIGATION - Support for research and teaching (distance learning), particularly e-teaching training - Strengthening of technical / administrative support services for teaching and research, as well as simplification of administrative procedures - Provision of remote work / distance learning resources (IT equipment, financial / logistical support) - Support for publication (scientific / technical / logistical) - Communication and involvement of the academic community, including the reinforcement of quality / effectiveness mechanisms of communication / consultation / participation of academic staff in decision-making - Support for the articulation of work and personal family life - Different teaching times and schedules (e.g., reducing class time, concentrating on-site teaching service, extending teaching hours) - Maintaining the possibility of remote work - Maintaining distance learning (exclusive / mixed / hybrid regimes) - Individualized support, including through the provision / reinforcement of psychological support
  9. 9. www.uc.pt/supera www.superaproject.eu Email: monica@ces.uc.pt Tel: +351 239 855 570 @superaproject #SuperaH2020 /superaproject This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No. 787829.

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