This document discusses structuring gender equality plans (GEPs) at universities of science and technology. It recommends (1) focusing on decision-making processes and bodies by monitoring gender representation and introducing quotas; (2) focusing on recruitment and career development of women by collecting data, training committees to address bias, and dealing with resistance; and (3) focusing on the gender dimension in teaching and research by including gender content and supporting staff. The goal is to create a climate where gender equality is standard practice and overcome resistance by reasonably using resources to do the right thing.

1. Structuring GEPs at universities
of science and technology
Brigitte Ratzer
TU Wien
CESAER Workshop 29th March 2019 - Torino

2. In a nutshell
“This project has received funding from the European Union’s Horizon 2020 research and innovation programme
under grant agreement No 741128”. This presentation reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

3. GEECCO is
TUW
UPC
PK
UNIRC
TA CR
WWTF
2 funding
agencies
2021
48 month € 2,02 Mio.

4. Creating a GEP for universities implies
TUW
UPC
PK
UNIRC
Focussing on decision making processes and bodies
 Focussing on recruitment, career development of female
researchers and female staff members
 Focussing on the gender dimension in research and teaching
Mediterranea University of Reggio Calabria
Politechnika Krakowska
Universitat Politècnica de Catalunya ·
BarcelonaTech
Technische Universität Wien

5. (1) map your decision making processes
a. who is involved – how many men & women?
b. what habits and norms are in place?
c. strength of the processes?
d. weaknesses?
(2) introduce a quota if possible
(3) understand that equal representation of women
does not automatically imply gender fair decisions ->
gender awareness of all members is crucial
Focussing on decision making
processes and bodies

6. (4)build up gender competence
a) provide trainings for decision makers
b) provide trainings for all staff members
(5) create a climate were gender equality is “the
right thing to do”
Focussing on decision making
processes and bodies

7. Focussing on recruitment, career
development of female researchers
and female staff members
(1) create evidence – monitor percentages of
men & women at various levels
(2)understand career path – observe who is
successful and who is not
(3)train committees – raise awareness about
implicit bias – change selection procedures
(4)deal with resistances

8. 0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
BA level BA level graduates MSc level MSc level graduates PhD level PhD level graduates
UNIRC TU Wien UPC PK
Average share of women
across study levels

9. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Permanent Temporary Total
Type of contract
Proportion of Women employed
UNIRC TU Wien UPC PK
University
Type of contract
Permanent Temporary Total
T nr. F F% T nr. F F% T nr. F F%
UNIRC 242 75 31% 71 31 43.70% 313 106 33.90%
TU Wien 671 91 13.60% 1609 375 23.30% 2280 465 20.40%
UPC 1319 310 23.50% 1327 346 26.10% 2646 656 24.80%
PK 761 265 34.80% 427 153 35.80% 1188 418 35.20%
T = total number of R&D personnel
nr. F = number of females
F% = percentage of females

10. Some faces of resistance

13. FESTA HANDBOOK ON RESISTANCE TO
GENDER EQUALITY IN ACADEMIA
http://www.festa-europa.eu/public/handbook-
resistance-gender-equality-academia

14. Focussing on the gender dimension in
teaching
Include gender content in all curricula
a. seperate courses
b. modules within technical courses
 Support teaching staff with trainings and
content

15. See: Yellow Windows Toolkit
Focussing on the gender dimension in
research

16. Linda – 1. pregnant
Dummy, Volvo 2002
Sierra Sam 1949
50% Man – Hybrid I 1960th
Overweight Dummy USA 2014
Hybrid III Family 1972
At a glance

17. Gender dimension in research
Alliance with research funding organisations
(RFO)
Specific workpackage aiming to improve the
gender equality impact of RFOs
TA CR WWTF

18. Final comment
Questioning the fundamental beliefs and
practices (e.g. peer review, excellence,
objectivity in recruiting processes) is an offence
to those who have set the current rules
Resistance taking the form of non-action is a
crucial barrier
It is not necessarily about doing MORE, it is
about doing the right thing with reasonable
ressources.

19. Thank you for your attention!
contact: brigitte.ratzer@tuwien.ac.at