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GUIDELINES
ON GENDER DIVERSITY
IN S&T ORGANISATIONS
WHIST - Women’s careers hitting the target:
Gender management in scientific and technological
research
The project leading to these results has received funding from the European Community’s Seventh Framework
Programme FP7/2007 - 2013 under the Grant Agreement n° 230278 and from IGRUE - Inspectorate General for
Financial Relations with the European Union, Ministry for Economy and Finance - Italy.
Legal notice
The views expressed in this publication are the sole responsibility of the author and do not necessarily reflect the views
of the European Community. The Community is not liable for any use that may be made of the information contained
therein.
Author: Giovanna Declich - ASDO
Via Pasubio, 2 - 00195 Rome (Italy)
info@asdo-info.org
November 2011
WHIST TEAMS
Department for Equal Opportunities, Presidency of the Council of
Ministers (Italy)
- Michele Palma (Coordinator)
- Serenella Martini
- Marino Di Nardo
- Nicoletta Zocca
ASDO - Assembly of women for development and the struggle against
social exclusion (Italy)
- Giovanna Declich (Coordinator from February 2011)
- Simonetta Bormioli (Coordinator up to January 2011)
- Marina Cacace
- Claudia Colonnello
- Alessandra Olmi
- Maresa Berliri
- Giovanna Murari
Fraunhofer Institut für Arbeitswirtschaft und Organisation - IAO
(Germany)
- Jürgen Wilke (Coordinator)
- Peter Ohlhausen
- Anne Spitzley
ESA – European Space Agency (France)
- Paolo Brazzale (Coordinator)
- Bettina Böhm
- Late Pascale Depré
- Zineb Elomri
- Emma Kirk
- Diana Dixon
- Georgie Collins
- Virginie Schmit
University of Milan, Centre for Study and Research “Women
and Gender Differences” (Italy)
- Daniela Falcinelli (Coordinator)
- Bianca Beccalli
- Antonio Chiesi
- Rossella Riccò
- Luca Solari
- Claudia Sorlini
University of Aarhus, Danish Centre for Studies in Research
and Research Policies (Denmark)
- Evanthia Kalpazidou Schmidt (Coordinator)
- Stine Thidemann Faber
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Table of contents
Executive summary 7
Part One Dealing with Reality 16
Chapter One THE CONTEXT AND THE EXPERIMENTATIONS 17
1. Introduction 17
2. General background 20
3. Description of the experimental activities and the accompanying
research 25
3.1. The experimentation planning and setting up: an overview 25
3.2. The experimental activity at Fraunhofer - IAO 27
3.3. The experimental activity at the European Space Agency (ESA) 30
3.4. The experimental activity at the University of Aarhus 33
3.5. The accompanying research 35
Chapter Two LESSONS LEARNED 40
1. The obstacles and the scope of the challenge 41
1.1. Obstacles as a risk factors for action 41
1.2. Obstacles to interpretation and motivation 42
1.3. Obstacles to institutional and operational change 43
1.4. The scope of the challenge 44
2. The capacities required of actors promoting change 45
2.1. Capacities and negotiation 45
2.2. The capacity to interpret and motivate 46
2.3. The capacity to bring about institutional and operational change 47
2.4. The capacity to trigger social innovation processes 48
3. The policies of research institutions and guidelines for action 49
3.1. Building interpretative and motivational capacity 49
3.2. Building institutional and operational capacity 50
3.3. Contributing to the emergence of a capacity for social innovation 51
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Part Two Interpretative and Motivational Capacity 52
Introduction 54
Chapter Three OBSTACLES 56
1. Obstacles stemming from the hidden structure of discrimination 56
2. Unavailability of information and knowledge 58
3. In-house communication problems 59
4. Forms of dissent 61
5. Poorly motivated actors 63
6. Organisational and bureaucratic dynamics affecting the involvement of
actors 64
Chapter Four THE EXPERIENCES OF THE THREE INSTITUTES 67
1. The importance of context 68
2. The path towards concreteness 70
3. Results 75
Chapter Five SUGGESTIONS AND RECOMMENDATIONS 81
Area: demystification 81
Area: shared and consensual vision 84
Area: the relevance and plurality of communication 88
Area: valorisation of competencies 89
Area: observing and monitoring 90
Summary 92
Part Three Institutional and Operational Capacity 95
Chapter Six OBSTACLES 99
1. Regulatory conflicts or deficiencies 99
2. Organisational barriers 101
3. Structural inertia 103
4. Effects of the economic crisis 106
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Chapter Seven THE EXPERIENCE OF THE THREE INSTITUTIONS 107
1. The importance of context 108
2. The path to concreteness 112
3. Outcomes 118
Chapter Eight SUGGESTIONS AND RECOMMENDATIONS 123
Area: rules and regulations 124
Area: involvement of institutional leadership 125
Area: production of benefits for all 126
Area: political relations and external synergies 128
Area: planning and coordination 131
Summary 136
Part Four Developing and deploying a capacity for social innovation 139
Chapter Nine THE CAPACITY TO TRIGGER SOCIAL INNOVATION 141
1. Collective action on gender issues 143
2. Involvement of political and cultural institutions 144
3. Mass Communication 145
4. Participation 146
5. Political savvy 147
Bibliography 149
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Executive summary
Despite of over ten years of interventions geared at promoting equality among
women and men in scientific research, in the European Union, as well as all around
the world the gender gap remains wide. This entails an important waste of talents and
a general risk for Member states and individual research organisations to lose
competitiveness.
Studies, measures and actions in this regard have been the object of intense
debate which has gradually revealed the need for a new paradigm for policies to
promote women in science. According to the European Commission, indeed, these
policies should more and more aim at strengthening the research and innovation
capacity of research institutions, through a structural change focused on the
valorisation of all the different skills and competencies available. This is the strategic
and political framework of the Supporting Action “Women’s careers hitting the
target: gender management in scientific and technological research” (WHIST).
Effective actions towards gender equality in science
WHIST has been carried out in direct continuity with the Coordination Action
“Practising Gender Equality in Science” - PRAGES1, which involved the analysis of
125 good practices in Europe, North America and Australia and was concluded by the
formulations of “Guidelines for Gender Equality Programmes in Science” (2009)2.
PRAGES stressed the need to overcome the merely quantitative aspects of the
gender gap in science and to base actions and policies aimed at supporting the
1 PRAGES was funded by the European Commission, 7th Framework Program for
Technological Research and Development, SiS 2007, Grant Agreement N. 21775. It was
carried out by a Consortium coordinated by the Department for Equal Opportunities of the
Italian Presidency of the Council of Ministers. ASDO (Assembly of women for development
and the struggle against poverty and social exclusion), the “Women and Gender Differences
Center for Study and Research” of the University of Milano and the “Danish Centre for Studies
in Research and Research Policies” of the University of Aarhus, that at present are members
of the WHIST Consortium, also belonged to the PRAGES Consortium.
2 The “Guidelines for Gender Equality Programmes in Science” were drafted by Marina
Cacace, ASDO, in the framework of the PRAGES Coordination Action. Available at
www.retepariopportunita.it/Rete_Pari_Opportunita/UserFiles/Progetti/prages/pragesguidelines.
pdf
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participation of women in scientific and technological research on a deeper
understanding of the difficulties that hinder female careers.
In particular, PRAGES has shown that, to make an impact and get results in the
medium and long term actions for gender equality need to adopt at the same time a
holistic approach (able to take into account the full spectrum of topics and issues to
be addressed) and an analytical one (grounded on the knowledge of the actual
context in which it takes place), in order to identify the most effective solutions.
On this basis, three strategic directions to conduct successful interventions have
been identified, namely: make science and technology an enabling environment for
women, to include the gender dimension in the whole process of research and
innovation and promoting women in leadership positions.
The contribution of WHIST
The Supporting Action WHIST, in continuity with PRAGES approach and adopting
its strategies, was geared to better understand what happens when initiatives to
support women in the world of research are actually started, in order to formulate the
specific guidelines contained in this text.
The project was centred on the implementation of three experimental initiatives
of gender diversity management, carried out at the European Space Agency (a
public entity engaged in scientific research at international level) in France, the
Fraunhofer-Institut für Arbeitswirtschaft und Organisation IAO(an Industrial research
institute of the Fraunhofer-Gesellschaft) in Germany and the University of Aarhus (a
public university) in Denmark. All these institutions tend to be male-dominated and
have long been committed to equal opportunities and the change of working
conditions in a perspective of work-life balance. By giving primacy to the aspect of
concreteness, the project aimed to generate new knowledge from the direct
observation of what happened in the three research bodies, when specific actions to
change the organisational set up were carried out into them.
Since many phenomena of gender discrimination3 are rooted in deep and often
unrecognised mechanisms, they can be made visible only through action. In this
sense, the original contribution of WHIST consisted, not only and not so much in the
completion of the three experimental actions, but in the observation of the
activities under way in order to draw useful lessons for those who wish to foster
3 As will be specified in the Chapter 1, para.3.5., the term “discrimination” is used here in a
broad sense, covering intentional discrimination, unconscious gender bias and gendered
organization practices and assumptions, leading to situations of inequality.
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structural change, that is durable and of great scope, in gender relations within
scientific organisations. Obviously, the three experimental initiatives were pilot
projects, both for their short-lived and for their limited size, so that their effects
probably will become fully visible in a longer span of time than that of the duration of
WHIST project.
The transition from concept to practice
As a whole, the process of conception, design and implementation of the WHIST
experiments was conducted as a single path of experimentation and production
of new knowledge on gender dynamics in scientific and technological research
organisations.
The design was carried out between July 2009 and February 2010 through a
participatory process, called Experimentation Planning Road Map (EPR), including
a first preliminary phase of conception resulting in one project idea for each
concerned institute, involving key stakeholders internal and external to the three
bodies concerned and the other European partners of the project WHIST.
The experimental activities were carried out between March 2010 and May 2011.
To promote their good performance, while maintaining the unity of the experiment and
the exchange of ideas and experience between partners, a joint program of support
for experimentation (JESP) was established, which provided the central
coordination, monitoring and work in progress evaluations, as well as a working
seminar of three sessions, that were convened at the beginning, middle and end of
the activities.
As for the content of the three experimental initiatives, Fraunhofer IAO has
adopted a quality-based approach to manage the gender dimension and dynamics in
the working environment through a number of integrated actions. These included the
draft of two annual reports as a tool for the development of “gender quality” in the
organisation; the improved dissemination of information on gender and diversity at the
Fraunhofer IAO intranet; the design of a support-service to parents returning to
work after parental leave and the design and test of a seminar on gender diversity
aimed at newcomers.
ESA effort was addressed to orient the corporate culture to understand, respect
and valorise cultural and gender diversity by means of the creation of an
institutional “Committee” promoting optimal quality of working life for women;
the design and dissemination of Corporate behavioural guidelines integrating the
gender dynamics; the promotion of a communication campaign on behavioural
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standards, prevention of unacceptable behaviours and gender diversity at ESA; the
implementation of a pilot programme to support expatriate partners’ work4.
Aarhus University has planned two actions, namely the support to the design and
implementation of the action plans for gender equality in a number of faculties and
departments and the support for the implementation of a mentoring pilot
programme for young women researchers from two faculties. During the
experimentation, two additional actions have been designed and implemented, i.e.
incentives for women to follow a career at Aarhus University by establishing 10
new positions at associate professor level and 10 new positions at professor level;
Besides, the reasons why researchers leave Aarhus University or science in
general were mapped in a comparative gender perspective.
To produce the desired cognitive effect, the experimental activities were followed
by an accompanying research, which used as empirical basis the observation and
the collection of information, carried out through special instruments, but has also
made use of all the documentation produced in the course of experimental work.
Lessons learned and content of the guidelines
These guidelines are an attempt to build on the actual experience and concurrent
reflection conducted through the experimentations in WHIST, formalising the lessons
learned.
The first lesson was to recognise that any action for gender equality is a path
fraught with obstacles. The experimentations themselves and the consultation of the
literature in the field have allowed us to identify and classify 53 obstacles (see
summary table no. 1). These latter relate to two different aspects. The first is the
interpretation of gender discrimination in science, the awareness of stakeholders and,
consequently, their mobilisation. The second aspect concerns the institutional and
operational arrangements of scientific organisations and the possibility that the
desired transformations could actually take place.
It has been also possible to verify that, for structural change, the size of the
interventions often goes beyond the individual research institute and that it is
sometimes necessary to refer to a wider sphere of action, even out the same field of
science and technology, acting in the political and regulatory environment at national
level.
4 The action has been reoriented towards a preliminary survey on the concerned population.
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Another important insight concerns the capacities that the promoters of actions
for gender equality can develop and promote, also in this case referring to the two
sides mentioned above, the first interpretative and motivational, and the second
institutional and operational, to address the obstacles identified and to be able to
achieve the set objectives. These capacities are based on a continuous negotiation
activity, i.e. dialogue, interlocution, transaction, developed in different areas at
different levels, which is necessary in conflict situations or where there are divergent
points of view.
Finally, the practical experience of the experimentations and the analysis of the
actual practices put in place, together with an examination of the facilitating factors
that the three experimental teams have been able to rely upon, has allowed the
WHIST team to formulate a set of 61 recommendations (see summary table no. 2)
for those who want to take a similar path.
The text is divided into four parts.
The first part (first and second chapter), starts from the strategic and political
context in which the project WHIST was carried out and briefly describes the work
done and the lessons learned through the dialogue between the actions and the
accompanying research.
The second section deals with a first set of capacities that the experimentations
have revealed as necessary for an equitable management of gender differences in
research organisations, i.e. interpretative and motivational capacities. In the third
chapter, the obstacles encountered in this area are described, as they have been
detected in the course of activities, and their catalogue is offered. In the fourth
chapter, the actions carried out by the three experimental teams to remove or
circumvent these obstacles and proceed with the implementation of the planned
activities are examined. Finally, in the fifth chapter, suggestions are provided in the
form of recommendations for actions.
The third part deals with a different set of capacities, the institutional and
operational ones. It is divided into three chapters devoted respectively to the
obstacles and the experiences of the three research institutions in which the
experimentations took place as well as the recommendations for action.
Finally, the last part, consisting of the ninth chapter, proposes, again based on the
experiences carried out, a series of conditions and possible actions to make a change
of scale, triggering a capacity for social innovation, with a broader scope than that of
a single research institution, such as to make gender equality in science, a common
asset and shared culture also in the community in which it is established.
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SUMMARY TABLE N. 1
OBSTACLES
Obstacles stemming from the hidden structure of discrimination
O1.
Explicit denial of the phenomena of discrimination
O2.
A purely organisational perception of problems
O3.
Women researchers’ discomfort with visibility
Unavailability of information and knowledge
O4.
Lack of gendered statistics in research institutes
O5.
Unavailable or inaccessible information on research institute staff
O6.
Lack of information on previous experience in other organisations
In-house communication problems
O7.
"Stereotypical" gender communication by research institutions
O8.
Inadequate in-house communication methods
O9.
Difficulty in planning communication activities
O10.
Poorly publicised policies in research institutions
O11.
Absence of institutional communication channels with other promoters of gender equality actions
O12.
Lack of relations between science organisations and government offices
O13.
The isolation of scientific research institutions engaged in gender equality policies
Forms of dissent
O14.
Resistance to gender-related interventions
O15.
Use of the argument of meritocracy to justify a lack of commitment on gender issues
O16.
Stigmatisation of women involved in positive action
O17.
Male hostility towards affirmative actions addressed to women in research institutions
O18.
Gender bias igniting conflicts among women
Poorly motivated actors
O19.
Lack of interest in gender issues among research institution managers and leaders
O20.
Indifference of the staff in research institutions
O21.
Divergent visions and motivations in the different departments/faculties involved in programmes
O22.
Difficulties in getting beneficiaries to become involved in actions
O23.
Lack of motivation and specific expertise in managing projects related to gender
Organisational and bureaucratic dynamics affecting the involvement of actors
O24.
Implementation of gender equality actions depending on other sectors of the research institute
O25.
Overworked staff in research institutes
O26.
Difficulties in maintaining post-project relations
O27.
Ineffective monitoring systems
O28.
Divergences between scientific organisations and project partners
O29.
Problems in solving difficulties in mentorship relations
O30.
Difficulties in designing and implementing appropriate initiatives for women with high level jobs
O31.
Tendency to delegate decisions to managers
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Regulatory conflicts or deficiencies
O32.
“Positive discrimination” as a legal impossibility
O33.
Institutional confusion due to different regulations in different institutions
O34.
Gender issues in scientific organisations are included in the fields of social policy and labour law
Organisational barriers
O35.
Timetable constraints and mandates of staff in charge of equal opportunities
O36.
Managers involved have too many commitments
O37.
“Expropriation” of project activities by other sectors of the research institution
O38.
Unwillingness of personnel not directly involved to work/participate in projects
O39.
Intra-organisational conflicts in research organisations
O40.
Administrative opposition to the implementation of specific project requirements
O41.
Insufficient administrative support to the project team
O42.
Inadequate allocation of human, technical and logistical resources
O43.
Lack of economic coverage for the work-time spent on projects
Structural inertia
O44.
The negative effects of decentralisation and organisational autonomy
O45.
Negative effects of the geographical decentralisation of research institutions
O46.
Long, drawn-out activities due to bureaucracy in research institutes
O47.
High turnover of staff in charge of equal opportunities
O48.
Change of priorities during restructuring processes in large academic/business institutions
O49.
Need to redefine the projects on the basis of funding rules
O50.
Bureaucratic problems linked to financial management and reporting procedures
Effects of the economic crisis
O51.
Changes in corporate priorities due to the economic crisis
O52.
Cutting/downsizing activities already budgeted
O53.
Cognitive effects of the economic crisis
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SUMMARY TABLE N. 2
RECOMMENDATIONS
Area: demystification
R1.
Collect and disseminate gender statistics
R2.
Conduct an analysis of gender inequalities within the organisation
R3.
Identify and formalise the intangible and hidden aspects of discrimination
R4.
Adopt a comparative approach to understand gender differences in the organisation
R5.
Highlight the link between gender equality and economic development/competitiveness/innovation
R6.
Highlight the link between gender issues management and life/work quality
Area: shared and consensual vision
R7.
Adopt a diversity approach that does not lose sight of the gender dimension
R8.
Promote dialogue between women and men
R9.
Create an awareness of gender issues among different types of actors
R10.
Collect the views of potential beneficiaries
R11.
Include gender issues as part of a broader public debate
R12.
Promote specific information on the relevance of gender to science, technology and engineering
R13.
Interpretation of gender issues and possible solutions supported by prestigious figures within the
organisation
R14.
Exploit existing tools, traditions and sensibilities in the institute or local area
R15.
Set internal guidelines
Area: the relevance and plurality of communication
R16.
Conduct ad hoc information and communication campaigns within the organisation
R17.
Pre-testing of communication initiatives
R18.
Exploit existing institutional communication mechanisms
Area: valorisation of competencies
R19.
Identify and activate people with specific competencies on gender issues
R20.
Set up teams which include researchers that have different competencies and are from different scientific
areas
R21.
Include motivated women in planning and monitoring groups
R22.
Allocate resources to researchers involved operationally in gender equality programmes
Area: observing and monitoring
R23.
Create a network of responsibilities
R24.
Create permanent observatories
R25.
Manage and share information
Area: rules and regulations
R26.
Take advantage of favourable national legislative frameworks
R27.
Results should be incorporated in new guidelines and regulations
R28.
Establish mandatory gender quotas in staff selection and promotion committees
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Area: involvement of institutional leadership
R29.
Facilitate the direct involvement of the organisation’s managers and other key players
R30.
Ensure technical and political support to the administrative staff involved in gender programmes
R31.
Involve decision-makers in working groups
Area: production of benefits for all
R32.
Facilitate access to external funding
R33.
Promote the participation of men in committees and working groups for the promotion of gender equality
programmes
R34.
Consider the needs of beneficiaries from a “holistic” perspective
R35.
Implement visible and measurable arrangements to support the working life
Area: political relations and external synergies
R36.
Negotiate strategies and programmes with government agencies
R37.
Get the support of regional and local governments in promoting gender equality policies
R38.
Create synergies with advocates and partners at the local level
R39.
Foster a sense of ownership in partnership programmes
R40.
Highlight how relations with the business world can be mutually beneficial
R41.
Promote participation in research organisation networks
R42.
Activate exchange strategies with institutions and programmes that have similar goals
R43.
Use the social capital of key people to solve problems
Area: planning and coordination
R44.
Clearly define the organisational structures responsible for equality
R45.
Personalised programming of interventions
R46.
Promote “cohort” planning to help groups and networks
R47.
Promote “multi-level” design
R48.
Adopt effective monitoring systems
R49.
Creation of new legal entities for the implementation of programmes
R50.
Select target beneficiaries that are homogeneous in terms of career paths
R51.
Ensure the cultural matching of programme operators and beneficiaries
R52.
Establish committees of experts to supervise and follow up the programmes
R53.
Involve researchers from different disciplines in the programmes
R54.
Prevent problems in accessing data related to privacy
R55.
Choose the right moment to propose the identification and discussion of gender issues
R56.
Facilitate networking within the organisation
R57.
Promote and streamline the exchange of ideas and decisions concerning equality inside the organisation
R58.
Adopt mixed and flexible approaches to implement support programmes
R59.
Avoid “conflicts of interest”
R60.
Have a clear idea of the goals of the actions
R61.
Calculate accurately the time needed for negotiation activities
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Part One
Dealing with Reality
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Chapter One
THE CONTEXT AND THE
EXPERIMENTATIONS
1. Introduction
Women’s under-representation in the scientific and technological research arena
has been the focus of actions and measures for over ten years by the European
Union and other international and national organisations. These policies address, in
particular, the lack of attainment of equal opportunities in S&T (respect for the
rights of women in employment) and the waste of valuable resources/talents for
the development of science, so as to create more opportunities for renewal of
science content and expand research topics, making science more in tune with
society.
It is in this context that, under the 7th Framework Programme for Technological
Research and Development of the European Commission (Grant Agreement
230278), a consortium made up of six European institutions, coordinated by the
Department for Equal Opportunities – Office of the Italian Presidency of the
Council of Ministers (DPO), has carried out the Support Action “Women’s careers
hitting the target: gender management in scientific and technological research”
(WHIST). The Support Action is funded by the European Commission DG
Research5 and co-financed by IGRUE (the Italian General Inspectorate for Financial
Relations with the European Union), Ministry for Economy and Treasury (Italy).
The Consortium of the WHIST Project comprises, besides the co-ordinator, also
ASDO - Assembly of women for development and the struggle against social
exclusion (Italy); the Centre for Study and Research “Women and Gender
5 The project was funded in the context of the 7th Framework Programme, under the
Programme “Capacities”, part 5 “Science in Society”, activity 5.2.1. “Gender and Research”,
area 5.2.1.1., “Strengthening the role of women in scientific research”.
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Differences” of the University of Milan (Italy); the Fraunhofer Gesellschaft, more
precisely the Fraunhofer-Institut für Arbeitswirtschaft und Organisation (Germany);
the European Space Agency - ESA (France); the “Danish Centre for Studies in
Research and Research Policies” of the University of Aarhus (Denmark).
The project aimed at improving the scientific and technological (S&T) research
organisations’ capacity of managing, monitoring and increasing gender diversity
in their midst, with the awareness that making full use of both male and female
human resources and scientific talent contributes to the advancement of European
science.
In relation to this general purpose, WHIST have pursued the following specific
goals:
• test coordinated sets of measures aimed at eliminating the obstacles to a
full gender equality in scientific careers;
• define guidelines for promoting gender diversity in scientific organisations;
• promote a transfer of know-how and an exchange of experiences among
different research organisations on the policies for managing gender diversity;
• favour high-level dialog between experts, policy makers and managers of
public and private scientific institutions, aimed at promoting a positive
attitude towards gender diversity and the reestablishment of gender balance
in decision-making in scientific research.
In order to attain these specific goals, the project has been organised in five main
components.
The first component aimed at the preparation of three experimental activities
for the management of gender diversity in science. The second component consisted
of the implementation of such experimental activities. The third component was
intended to activate a learning process from the experimentations, by means of an
experimentation support programme. The fourth component aimed at capitalising
and disseminating the knowledge produced through the experimentations, by
means of an accompanying research. The fifth and last component was geared to
ensure high-quality project management and to favour a strong coordination
among the project partners.
This text (which constitutes the main output of the project as a whole) contains a
set of guidelines on gender diversity management in S&T organisations.
The guidelines aims at capitalising the outcomes of both the experimentations and
the Supporting Action as a whole in order to facilitate the design and development of
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future actions. They are part of a wider policy of structural change, launched by the
European Commission after the first ten years of activities on gender and science.
The guidelines provide operational guidance for gender equality actions in
research organisations, as they emerged from the implementation and analysis of
three pilot experimentations, coordinated each other. The project has enabled the
team of the three concerned institutions, on the one side, to develop a set of
capacities needed for the transformation of existing organisational arrangements and,
on the other side, to observe such capacities in action through the accompanying
research.
The text is divided into four parts.
The first part provides a general overview of the work carried out in the
framework of the WHIST Project, through the just mentioned combination of
experimentations and accompanying research (chapter one). Some lessons learned
at the cross-roads of practical experience and scientific reflection are presented,
developed through an analysis of the experimentations from the point of view of both
their implementation path and the knowledge they allowed to generate (chapter two).
The second part deals with a first set of capacities linked mainly with the
cognitive and cultural side of gender inequality in research institutions. Such
capacities concern the interpretation of reality, raising awareness, sensitisation and
motivation of the actors involved.
The part is divided into three chapters. Chapter three illustrates the obstacles
met in the experimentations - and checked-in literature - following a taxonomy setup
in the project. Chapter four describes the experiences of the three organisations
involved, analysing the context, the processes and the results of the
experimentations, with special reference to the enhancement of capacities mentioned
above. Chapter five provides suggestions for action, with specific recommendations
related to a set of strategic areas defined during the project.
The third part of the guidelines covers other capacities, connected to the
institutional and operational changes needed to cope with gender inequalities in
science. As the second part, also this part is aimed at fostering a set of capacities on
the basis of the experimentations. Therefore, this part too is structured in three
chapters respectively devoted to the obstacles met in the experimentations related to
the institutional and operational gender arrangements of research organisations
(chapter six), the experiences of the three organisations (chapter seven) and
recommendations for action (chapter eight).
Finally, the fourth part (chapter nine), in the perspective of the overall strategy of
structural change, proposes a reflection on the conditions allowing to enhance a
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capacity for social innovation and suggests actions to consolidate progress and
achievements in the field of gender equality, in the broader context of the relationship
between science and society in Europe.
The guidelines are primarily addressed to the leaders and members of the
scientific research bodies and public and private universities, as well as groups and
associations that aim to implement or enhance initiatives aimed at gender equality in
their organisations. More generally, the guidelines are also addressed to public,
private and non-profit organisations involved in policy research and in equal
opportunities policies, as well as to civil society organisations, business associations
and trade unions, scientific associations and networks of national and European
media.
The text was drafted by Giovanna Declich (ASDO). The guidelines were
developed based on the information and data provided by the teams of the WHIST
experimentations, led by Evanthia Kalpazidou Schmidt (Aarhus University), Zineb
Elomri (European Space Agency) and Jürgen Wilke (Fraunhofer Institute, IAO), who
were also involved in the process of reviewing the final version of the guidelines.
2. General background
Cultivating the best talent in European scientific research is one of the key
conditions for achieving the ambitious objectives that the EU has set itself for 2020.
There is a widening opinion that, in order to pursue them, European Union and
individual member states should support researchers by devising diversity policies
able to primarily take into account the differences between men and women.
As it emerges from available data, however, women’s position in scientific and
technological research is still far from being balanced and fair with respect to men,
above all at high-level and decision-making positions. Despite the many interventions
and investments made over the years, the trend of women’s proportion steadily
decreasing at senior career levels appears to continue in time and space and, in
some cases, to even worsen6. The concurrent process of ongoing loss of young and
adult women, at a higher rate than men at each educational level or career stage,
6 European Commission 2008b
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(known as the leaky pipeline phenomenon), displays homogeneous
characteristics in different countries, under the aspect of obstacles and facilitating
factors7.
In this scenario, women in STR remain a minority8 and, most of all, tend to be
perceived and to perceive themselves as outsiders, as token representatives of the
group they belong to and who, as a minority, are increasingly visible, subjected to
harsher forms of evaluation, criticism and latent discrimination9.
Some positive trends have emerged10 during the last years. Nevertheless, even
though some figures suggest a general trend towards growing inclusion and success
of women in all sectors of science, other figures show the strength and persistence of
the exclusionary processes slowing down and jeopardizing their advancement in
scientific careers.
The false gender-neutrality of science – among other issues - is the basis of the
informal and scarcely visible nature of the subtle and often unconscious mechanisms
through which women are discriminated against11. Actually, gendered practices and
ideologies, socially and culturally constructed over time in scientific institutions, have
structured the knowledge that is produced inside them, making it biased12.
In consideration of what has so far been stated, it is clear that women’s
participation in research is not the only issue at stake. It mirrors a broader and deeper
lack of recognition of the gender dimension of science, affecting its contents,
methods and priorities. This has increasingly negative impacts on research quality,
research policies and on the use of scientific results in economic and social terms.
It therefore appears necessary to identify the steps to take in order to bridge the
gap concerning women under-representation in science, taking into account the
partial successes of the policies and related supporting measures to promote their
participation.
This is no easy task. Experts, scholars and policymakers are increasingly inclined
to see gender gap in scientific and technological research as a complex
phenomenon. Women’s underrepresentation in science, because of its
7 Berryman 1983; Alper 1993; European Commission 2008b, 2009a
8 European Commission 2009d
9 Moss Kanter 1977
10 She Figures 2009
11 Etzkowitz 2006, 2007, 2008
12 Rosser, Schiebinger 2008
22
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multidimensional nature, cannot be solved by implementing only measures based
on an input-output perspective.
Faced with this challenge, the European Commission has reaffirmed its
commitment and willingness to substantially change the situation, while maintaining
priority issues related to the relationship between gender and research13. The
advancements made through the actions and measures taken in the last ten years
have been the subject of an intense debate which overall showed the need for a
paradigm shift in the policies aiming to encourage women’s participation in science.
It has been understood, in fact, that the approach must be changed. Rather than
devising measures exclusively addressing women to help them to fit into existing
systems ("fix the women"), it is necessary to induce structural and cultural change in
research organisations ("fix the organisations"), also in order to strengthen their
overall capacity for research and innovation ("fix the knowledge").
In this perspective, in May 2009, in concluding the first decade of policies to
promote the presence of women in European scientific research, the European
Commission issued in Prague a series of guidelines for the actions of individual
member states and research institutions. The guidelines concern top-level support for
change - both at national and institutional levels -, structural change in S&T
institutions, management of the consequences of the global economic crisis to
accelerate innovation, work-life balance as an element of quality, importance of
school science education from an early age to combat gender stereotypes in science.
The practical application of this general approach, however, raises a number of
critical issues concerning the conditions necessary to implement, so to speak, a
scaling-up process. What measures should be taken to turn a set of episodic
interventions, or anyhow interventions limited in scope, into a real institutional reform,
deeply affecting the organisational cultures of the involved institutions? How
irreversible changes can be induced in the direction of making science fairer and
more aware of gender differences?
13 For a longitudinal analysis of the European policy on women in science, see European
Commission, Stocktaking 10 years of “Women in Science” policy by the European
Commission 1999-2000, edited by Marina Marchetti and Tiia Raudma, DG Research, 2010,
http://ec.europa.eu/research/science-society/document_library/pdf_06/stocktaking-10-years-
of-women-in-science-book_en.pdf
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Also in order to investigate this shift, the WHIST Project, intended as a pilot
project for the activation of structural change policies, was financed and implemented
under the Work Programme "Science in Society" – FP714.
In fact, it has been a valuable opportunity to study what happens, what obstacles
arise, what resources can be mobilised and what effects are produced in S&T
organisations while changes affecting gender balance are under way.
The WHIST Project has been conducted capitalising on the main outputs of the
Coordination Action “Practicing Gender Equality in Science” (PRAGES)15, which
resulted in the publication of the Guidelines for Gender Equality Programmes in
Science16, aimed at supporting women’s participation in scientific and technological
development. To many respects, therefore, WHIST project can be understood as a
continuation of the PRAGES project.
As a matter of fact, the results of PRAGES highlight the need to go beyond the
numerical data on the phenomenon and to base actions, measures and policies for
supporting the participation of women on a deeper comprehension of the difficulties
that hinder their careers.
To this aim, the whole WHIST Project and the three experimental activities in
particular were designed and have been implemented taking into account the main
theoretical findings of the PRAGES Project, regarding the adoption of a strategic
approach and the ways to translate this approach into concrete actions.
14 “In FP7, the Commission introduced a change in focus from women scientists to the
institutions that employ them, to encourage them to change their working environment and
culture to better support gender diversity. In 2007 the Commission financed a survey of
current best practices and produced guidelines to implementing such change. In 2008, two
pilot projects were selected to implement such structural change”; Work Programme 2011,
Capacities, Part 5, Science In Society, (European Commission C(2010)4903 Of 19 July 2010),
p.20
15 PRAGES was funded by the European Commission, 7th Framework Program for
Technological Research and Development, SiS 2007, Grant Agreement N. 21775. It was
carried out by a Consortium coordinated by the Department for Equal Opportunities of the
Italian Presidency of the Council of Ministers. ASDO (Assembly of women for development
and the struggle against poverty and social exclusion), the “Women and Gender Differences
Center for Study and Research” of the University of Milano and the “Danish Centre for Studies
in Research and Research Policies” of the University of Aarhus belonged to the PRAGES
Consortium.
16 The “Guidelines for Gender Equality Programmes in Science” were drafted by Marina
Cacace, ASDO, in the framework of the PRAGES Coordination Action. Available at
www.retepariopportunita.it/Rete_Pari_Opportunita/UserFiles/Progetti/prages/pragesguidelines.
pdf
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As for the adoption of a strategic approach for the design and implementation of
experimental activities, PRAGES outlined that it manifests itself in two specific
elements.
The first element is keeping as far as possible a holistic view to gender
inequality. Being aware of the multidimensional nature of gender gap in science and
technology allows programme promoters to better manage the indirect and
unintended impacts of their own action as well as to cope with the influence of
unexpected factors on their programme.
The second element is the orientation to identifying and pursuing clear strategic
goals, the attainment of which could effectively contribute in producing structural,
long-term and permanent effects on women’s condition in the organisation.
In this regard, the analysis carried out under the PRAGES project highlights the
existence of three main strategies adopted, either singly or as a combination, by the
most impacting programmes.
The creation of a women-friendly environment is a necessary preliminary
condition to achieve positive changes in science-gender relations within S&T
organisations. This strategy is geared to eliminating the many and often imperceptible
factors contributing to hindering women in all aspects of their working life and making
them feel outsiders in the science field.
The second strategy is geared to supporting the construction of a science that is
aware of the gender dimension, in order to counter the false neutrality attributed to
science and to overcome the consequent imbalance that tends to privilege the male
dimension in this sphere. This imbalance is at the heart of lasting forms of both
vertical and horizontal segregation of women in research, and produces effects on
scientific activities themselves.
The third strategy concerns the promotion of women to key positions in
scientific and technological research as well as in the governance of research
institutes, including those positions dealing with the management of S&T
organisations, scientific communication, innovation and evaluation of S&T. Women’s
greater access to leadership positions would not only restore a condition of equal
opportunity but could have positive effects - partly still not predictable - on science
policies, career profiles, relations between science and society, and on the quality of
scientific research itself.
The features of WHIST experimentations were determined by taking into account
the indications to translate these strategies into concrete actions.
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Women’s presence in European research is heavily affected by the organisational
context where research is actually carried out. Therefore, owing to the interaction of
different variables of a cultural, disciplinary and structural kind, there is a progressive
decrease in the percentage of women researchers going from universities to the
industrial research field, while public and government bodies are in an intermediate
position.
The choice of the kinds of organisation in which to conduct the experimental
activities reflected the aim of seeking and verifying – in the field – the peculiarities of
the three different research settings as regards the most recurrent obstacles and the
possible solutions to the problems encountered.
Moreover, the diversity of the contexts and the inevitable heterogeneity of the
situations, enriching the list of possibilities, provided greater possibilities for exchange
and dialogue. The decision to work in countries with different cultural and scientific
traditions (Denmark, France and Germany) was in line with this orientation.
3. Description of the experimental activities and
the accompanying research
3.1. The experimentation planning and setting up: an
overview
As it has been said, the WHIST project was focused on three experimentations in
three different research settings, because of the unique possibility they provided to
observe changes while under way, learning from experience. To this regard, it is also
to bear in mind that these experiments have been conceived as pilot projects, having
short duration and limited size, taking place instead in huge and complex
organisations, in which changes are therefore slow and difficult. Their effects are
therefore likely to become fully visible gradually after the conclusion of the WHIST
project.
WHIST experimentations took place in three partner organisations: the
Fraunhofer Gesellschaft, more precisely the Fraunhofer-Institut für Arbeitswirtschaft
und Organisation IAO (Fraunhofer IAO) in Stuttgart (Germany) and the belonging
Institute for Human Factors and Technology Management of the Stuttgart University
26
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(IAT), the European Space Agency (ESA) in Paris (France) and Aarhus University
in Aarhus (Denmark). The activities lasted 16 months (February 2010 - May 2011).
WHIST’s experimental activities were designed between July 2009 and February
2010 using the Experimentation Planning Road Map (EPR). The EPR allowed the
three promoting organisations to make a situation analysis of gender equality in
their organisations. From an initial identification of the general orientations vis-à-vis
the contents and objectives of their experimentations and taking into account
PRAGES results, the ideas for the design of the activities were defined (November
2009). The design ideas were then transformed into executive projects (February
2010), after checking with key actors in the sponsoring organisations and other
WHIST partners. The design phase coincided with the start-up workshop of the
experimentations (coordinated by the University of Milan) in February 2010.
In designing the experimentations, reference was made not only to the theoretical
content of the PRAGES guidelines but also to several assumptions.
The first one is the unitary nature of the experimentations, being part of a
single experimental action intended to produce new and broader knowledge on the
factors that can increase or reduce the capacity for impact of gender equality
programmes in science and technology. The second is the priority of knowledge,
which links the success of the experimentations not only to their capacities of
triggering transformation processes within the organisation, but also and equally to
their capacity of generating new knowledge on gender dynamics in science and
technology, considered as a priority as much as it is attaining their practical
objectives. The third is connected to the significance of the experimentations’
success for the whole WHIST Project output. The fourth is the key role of the
accompanying research, since the observation of the experimentations in their
making has been of pivotal importance, both for their success and for that of the
WHIST Project.
This is the reason why an accompanying research has been run aimed to
systematically record all that is significant occurring in the experimentations, using the
latter as an empirical basis. Last but not least, and connected to the accompanying
research, the exchange of information, data and opinions among the
experimentation staffs has been considered of pivotal importance.
To favour their success, preserve their unitary nature and promote exchange of
information and data among WHIST partners, the three experimental activities have
been accompanied by a Joint Experimentation Support Programme, coordinated
by ASDO. The programme has been organised into three main components.
Central coordination unit. ASDO established a “virtual” operations room at its
premises, in order to support the partners implementing the pilot initiatives. Through
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the operations room technical assistance activities have been provided and
communication flows between the partners has been handled.
Monitoring and evaluation system. Monitoring activities have been
implemented in order to check the actions, to assess their progress and to produce
the information for the continuous evaluation process. Two monitoring modalities
have been used, adopting two different approaches, i.e. a technical approach
(implementing the work plan) and a qualitative approach (resolving specific problems
and non-technical issues).
Working seminar. The Working Seminar was geared at presenting and
discussing the findings of the accompanying research, illustrating the monitoring and
evaluation activities, and facilitating the information exchange among all consortium
members and staffs, so as to support experimental activities and, after their
completion (June 2011), to outline the contents of the Guidelines for the management
of gender diversity. The Seminar has been held three times (April 30th 2010, October
28th 2010, June 15th 2011), at the beginning, in the midst and at the end of the
experimental activities.
3.2. The experimental activity at Fraunhofer - IAO
General features and aim of the experimentation
Fraunhofer-Gesellschaft's human resource policies have, for many years, pursued
objectives regarding gender issues such as the practice of a proactive culture of
equality, the search for a balanced mix of men as well as women in research teams,
support of work-life balance, research projects planning from the gender
perspective and the adoption of gender mainstreaming in corporate strategies.
These general guidelines are followed in different ways by the 80 different
Fraunhofer-Gesellschaft research facilities of which 60 are institutes, each of
which is relatively autonomous in terms of activities undertaken and management
policies. Gender equality, sensitivity and needs are different in the various
institutions, with different situations in terms of number of women and as regards the
awareness of the importance of gender issues by management and staff.
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The Fraunhofer-Institut für Arbeitswirtschaft und Organisation IAO was
founded in 198117. The activities of the Fraunhofer IAO focus on investigation of
current topics in the field of technology management. Research projects are
conducted in close collaboration with small and medium-sized companies and
industrial corporations under direct contract. Through its close cooperation with the
Institute for Human Factors and Technology Management (IAT) of the University of
Stuttgart, Fraunhofer IAO unites basic university research with applied science and
business practice. Both institutes employ a staff of over 400. Amongst them are
mainly engineers, computer specialists, economists and social scientists.
Fraunhofer IAO, in particular, decided to carry out its own experimentation to
develop and offer actions and services which will support the staff to work at the
best way possible. At the same time it allows to live a fulfilled life, focusing on the
constraints related to the gender dimension that might emerge. Fraunhofer IAO
experimentation also involves the switch from an equal opportunities approach to one
based on quality, in which the management of gender dynamics can help driving
development and organisational improvement. In this framework, the prevailing
strategy18 this experimentation coped with was the one aimed at the creation of a
friendly environment for women. But it was also important for Fraunhofer IAO to
make sure that the chosen actions contribute to an increased visibility of women in
the area of applied research and to an improved awareness of possible gender
specific questions related to the research topics they are occupied with. This is why
all the chosen projects were assessed with the help of the PRAGES criteria.
Actions
The actions were aimed to link existing offers that facilitate gender diversity at
Fraunhofer IAO with newly implemented actions and services. More specifically, the
entire experimentation on improving gender-quality involved four main actions:
1. draft of two annual reports, as a tool for the development of gender quality
in the organisation;
2. improved dissemination of information on gender and diversity at the
Fraunhofer IAO intranet;
3. design of a support-service to parents returning to work after parental
leave;
4. design and test of a seminar on gender diversity aimed at newcomers.
17 See http://www.iao.fraunhofer.de.
18 Referring to the PRAGES Guidelines.
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Main outcomes
As for the two annual reports (Action 1), it has been decided to change the
character of the reports from reports on equal opportunities (EO) to an instrument of
gender-quality development. It was also decided to have one “comprehensive report”
once a year and a second but also large “intermediate report” four to eight months
after every “comprehensive report”. The “intermediate report” focuses on activities
with regard to contents and the development of gender diversity quality at the
Fraunhofer IAO. The WHIST-teams’ suggestion to list BfC-reports (the German
acronym for “Women in charge for Equal Opportunities”) as an explicit agenda item
was picked up by the director in charge for personal affairs in order to make the BfC
concerns more visible at the ILA meetings (ILA - Institutes Leading Committee,
which consists currently of 37 leaders of a total staff of about 250 employees). The
suggestion was introduced by him at an ILA meeting and was accepted by the body.
Both the short reports at every ILA meeting as well as the two annual reports have
now more weight within the ILA meetings. It will in the long run lead to a stronger
perception and recognition of gender items. They will become a matter of everyday
considerations and will lose the image of being something special.
As a result of Action 2, the new intranet presentation offers much more
information and support for young families but also for other social situations. Thus it
has changed to a more precious place and more visitors are expected as there have
been in the last years. The online survey addressed to the whole staff about the
Intranet has shown that the participants appreciate the new designed intranet and
that they are interested in the topics diversity and equal opportunities. This also
raised many suggestions for improving the intranet offer.
In the framework of the Action 3, a baby present (a romper suit for the baby with
a greeting card from the direction) is offered to all female and male employees at the
Fraunhofer IAO becoming parents and a seminar has been held for returners after
their baby break. Overall, the evaluation of the feedback-forms has shown that the
participants appreciated that new parents are given a baby welcome package. The
baby present, as well as the information offer in the intranet in the Action 2, is a good
measure for showing employees with children the esteem of the institute and they can
contribute to a family-friendly working environment. Still, also on the basis of the
answers, it can be stated that giving a baby welcome present cannot be sufficient.
There is need for improvement especially concerning the provision of relevant
information for new mothers and fathers, e.g. child day care options at the respective
institute and offers like the seminar on re-entry after parental leave.
The workshop on gender diversity (Action 4) aimed at identifying urgent
changes and was created as part of a continuous improvement system that should
improve gender diversity aspects at the Fraunhofer IAO. On the basis of the test
30
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conducted through the WHIST experimentation, it has been decided to adapt the
experimentally executed workshop conception and the schedule for the acquisition of
participants.
Anyway, as it has been concluded by the experimentation team in its final report,
most of the changes reported on will have their effects after the WHIST project is
finished.
3.3. The experimental activity at the European Space
Agency (ESA)
General features and aim of the experimentation
The European Space Agency (ESA) is Europe’s gateway to space. Its mission is
to shape the development of Europe’s space capability and ensure that investment in
space continues to deliver benefits to the citizens of Europe and the world. ESA is an
international organisation with 18 Member States. By coordinating the financial and
intellectual resources of its members, it can undertake programmes and activities far
beyond the scope of any single European country19.
ESA's headquarters are in Paris which is where policies and programmes are
decided. ESA also has centres in a number of European countries, each of which has
different responsibilities.
ESA follows an equal opportunity policy since 2002, the main purpose of which is
to improve the representation of female staff, particularly in engineering and scientific
fields, and at management level.
In 2007, in light of the success of its equal opportunity policy in previous years,
ESA decided to drive new initiatives from a broader point of view: diversity. Enriched
by this inherent diversity in languages and cultures, the challenge for ESA was to
realise the full benefit of it to create a supportive work environment that enables
people from diverse backgrounds to perform at highest levels, contribute fully to the
organisation and feel professionally satisfied. To maximise diversity ESA had to
design and implement internal processes to value everybody’s viewpoints and to
develop for everyone the opportunity to develop skills and talents.
19 See www.esa.int.
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In 2009 ESA decided to launch a wide programme named ”Life at ESA”, including
all initiatives meant to improve quality of life at ESA, satisfaction at work and an
healthy and motivating working environment, supporting career development of
minorities, including women. A Life at ESA Action Plan has been developed
dedicated to maximise the potential of expertise and diversity in the organisation. This
Action plan dedicates a large attention to understanding and respect for cultural and
gender diversity.
This plan has been promoting new governance and questioning the existing
organisational culture. It is well known that minorities are more fragile regarding the
balance of a satisfying work environment. At ESA women are still in a large minority
at all levels of responsibilities. Even if they are not the only victims of misbehaviour on
the working place, they should receive particular attention and support.
This has been, therefore, the context for the actions of ESA’s experimental
activity, promoted and implemented by the Division for Equal Opportunities and
Diversity Management. These actions pursued the following general aims:
• change corporate culture and attitude;
• increase awareness on gender diversity management;
• create optimal conditions to enable ESA women to develop professionally in a
friendly work environment.
The experimental activity aimed at creating a women-friendly environment as its
prevailing strategy, indirectly addressing also the issue concerning the building of a
gender-aware science.
Actions
The European Space Agency selected the following four actions to undertake its
experimental activity:
1. creation of an institutional “Committee” promoting optimal quality of working
life for women;
2. design and dissemination of Corporate behavioural guidelines integrating the
gender dynamics;
3. promotion of a communication campaign on behavioural standards,
prevention of unacceptable behaviours and gender diversity at ESA;
4. implementation of a pilot programme to support expatriate partners’ work (the
action has been reoriented to an earlier stage as it has been realised that
there was a lack of information and internal data on the female expatriation
“statu quo”).
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Main outcomes
In the framework of the first action, very diverse people joined the same
Committee and all had the same “tone of voice” to give their views and opinions on
different initiatives, proposals or projects. Several members have played an important
part in the process with active participation in the other actions of the WHIST project.
The Committee has been able to promote the involvement of women and the
incorporation of a gender perspective in the design, approval and execution of the
behavioural guidelines. The Committee has also piloted the new seminar on
Managing Diversity in February 2011 which main objective was to give to managers
the knowledge, tools and techniques they need to make the best of their cross-
cultural teams. It was also about being aware of the current working culture,
managing cultural shock, mental programming and above all becoming aware of
one's own bias. The Managing Diversity has been delivered so far with 10 one and
half-day sessions to ESA managers in five establishments located in different
European countries. With the adoption of a holistic, coordinated and collaborative
approach, the experimentation team managed to integrate a gender perspective to be
sustainable in a longer-term. The main result of this action is that its members have
addressed in May 11 a paper to DG on the preparation of ESA Agenda 2015 to
integrate “Life at ESA” topics into ESA strategic objectives.
The development of the behavioural guidelines (Action 2) has permitted to
integrate the results of gender-sensitive research that was carried out previously at
ESA into mainstream policies with a view to developing sustainable knowledge and
understanding across the Agency on what is the standard of behaviour in such a
multicultural and complex work environment. The behavioural guidelines are now
associated with “Life at ESA” programme and perceived by staff as a reference
document to check the behaviours of each but more importantly their own behaviour
compared to and vis-à-vis others colleagues. With the collaborative approach in
producing the guidelines, it gives more acceptability and credibility to the document
as staff had the opportunity to give their input and feedback which was, when
pertinent, integrated into the final version of the guidelines.
The Communication campaign (Action 3) has enabled to start a process of
generating greater commitment and motivation from staff. The four posters developed
on behavioural standards at ESA and promotion materials (such as pens) with the
four behavioural principles have been produced and delivered to the different ESA
sites. The Communication campaign has enabled to go beyond producing studies
and reports, as it is more about changing the way staff members work together. For
the project to be successful it needed the participation and contribution of each and
that every one can feel as being part of the project. A wiki has been fully developed
and open to more than 2,000 staff members. The experimentation included the
launch of a new series of “Women at ESA” articles which staff feedbacks were
33
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extremely positive as they felt it was the first time women were asked the right
questions regarding their career perspectives and evolution and the difficulties they
meet in their daily work life.
The survey carried out on Expatriation conditions at ESA (Action 4) was
successful, as 33.6% of ESA expatriate population have participated and given their
return on experience on the constraints they face and the support they need and
expect from ESA. It is a representative and fair sample of the ESA expatriate
population of 1,517 staff, including 510 staff, 131 women (25.7%) and 379 men
(74.3%) have replied to the questionnaire, of which 469 (92% of the respondents)
have fully completed it (i.e. answered to all questions). It allowed a better knowledge
and awareness of expats situation and specific difficulties of women in their career
and made possible to identify corrective actions to offer to staff more adequate
support according to their needs and constraints.
3.4. The experimental activity at the University of Aarhus
General features and aim of the experimentation
Aarhus University is a leading European research university with education and
research activities in all scientific and scholarly disciplines. The university attracts 25
per cent of Danish research funding, hosts 15 Centres of Excellence supported by the
Danish National Research Foundation and has been awarded several European
Research Council advanced grants and starting grants. Aarhus University is one of
the most rapidly advancing institutions ranked among the top 100 universities in the
world with approximately 40,000 students and 11,000 members of staff20.
In 2008 Aarhus University signed the "Charter for more women in management"
put forward by the Danish Government’s Ministry for Gender Equality to raise
awareness organisations and the need to increase the number of women , among
others in universities, particularly in leading positions.
To make the commitment to the principles of the Charter effective, the same year,
Aarhus University set up a special Task Force for Gender Equality21, which worked
to define a human resource strategy to improve the research environment and
20 See http://www.au.dk/en/.
21 Consisting mainly of representatives of the Vice-chancellor’s office, human resources and
communication offices, heads of faculties and departments, professors and administrative staff
and the university’s women’s network.
34
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make it more attractive for all researchers, which included the aim of increasing the
participation of women at all levels.
The principles of this strategy were designed to emphasise the awareness of the
gender issue, in particular in relation to some "critical areas" for women's career
development opportunities (assessment, selection, promotion) and access to
scientific leadership. To apply these principles, the Task Force also identified a
number of strategies concerning, inter alia, flexible working arrangements, support to
career development through coaching, mentoring, activation of child-care services,
leadership awareness, and academic management of the gender dimension.
It was in this context, therefore, that WHIST’s experimental activity was
developed, to be promoted and implemented at Aarhus University by the Danish
Centre for Studies in Research and Research Policies. The experimental activity
at the University of Aarhus mainly referred to the strategy aimed at the creation of a
women-friendly environment, taking also into account the strategy concerning the
support to women’s leadership in science.
Actions
Aarhus University’s experimental activity consisted of two actions promoted by the
Task Force on Gender Equality:
1. support to the design and implementation of the action plans for gender
equality in a number of faculties and departments;
2. support for the implementation of a mentoring pilot programme for young
women researchers from two faculties (16 mentees from the Faculty of
Sciences and from the Aarhus Business School).
Two new actions were introduced during the experimentation:
A. incentives for women to follow a career at Aarhus University by
establishing 10 new positions at associate professor level and 10 new
positions at professor level;
B. mapping, in a comparative gender perspective, the reasons why
researchers leave Aarhus University taking on positions in other
organisations or leaving science in general.
Main outcomes
As for the outcome of the action plans (action 1), the total development in the
share of women scientists at all levels in the different faculties since 2008 sums up to
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2.9%, with high increase in the National Environmental Institute (7%) and Health
Sciences (6.5%), while the difference in the share of women associate professors is
1.6% but in particular in the Faculty of Science and Health Sciences is very high
(namely 4.3% and 3.5% respectively). The big difference is generated in the category
of full professors where the increase is calculated to 3.5 %, with the Health Sciences,
the National Environmental Institute and the Aarhus School of Business showing the
highest increase with 13%, 7,7% and 4,4 % respectively.
The evaluation of the mentoring programme (action 2) reveals very positive
experiences as expressed by both mentees and mentors participating in the
programme. All the interviewees agree that it should become a permanent
arrangement, implemented also to the remaining scientific areas at Aarhus University
and emphasise the need for mentoring at Aarhus University. Mentors consider
mentoring necessary not only from a personal point of view but also from an
institutional perspective in order to develop the university as a whole.
As to the action on hiring women professors (Action A) the university
management decided to implement the action as of February 2011. As the
experimentation was concluded in May 2011, effects and impacts of these activities
have not been possible to assess in this early stage of operation.
The mapping, in a comparative gender perspective, of the reasons why
researchers leave Aarhus University (Action B) taking on positions in other
organisations or leaving science in general, carried out through an investigation of 32
researchers (16 male and 16 female) with a PhD, showed that the reasons why
women and men researchers choose to leave Aarhus University are quite similar.
However, the study also confirms that the female researchers seem to suffer more in
particular due to academic work conditions (long work hours, stress, lacking time to
do research), the conditions in the academic work environment (competitiveness,
loneliness, lack of recognition) and the insecurity when it comes to job opportunities
and career development. At the same time the study reveals a lack of workplace
support to overcome the problems forcing the female researchers with young families
to leave the workforce in a higher rate than their male colleagues.
3.5. The accompanying research
General aim
As mentioned, the three experimentations - described in earlier paragraphs - have
been part of a single action which, beyond endeavouring to successfully complete
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the activities planned by the three institutions, aimed to produce new knowledge
about how and under what conditions actions in support of women’s scientific careers
can produce significant effects.
To this end, the three experimental activities have been accompanied by the
aforementioned Joint Experimentation Support Programme. Besides and in relation to
this programme, an accompanying research - as already stated - was launched,
which directly involved the experimentation teams and other consortium partners.
Theoretical and methodological approach
The accompanying research involved, in addition to a study of the feasibility
conditions of measures functional to the promotion of women in science, an in-depth
analysis of the dynamics and actors involved in the production of forms of gender
discrimination in science. This analysis was also made necessary by the fact that
this discrimination is rarely explicit. Rather, it is prevalently grounded on hidden and
deeply-rooted structures of discrimination which show a peculiar vitality and a
strong capacity to assume new forms, according to the overall transformations
affecting societies and institutions. This is the reason why these structures, mostly out
of awareness, are difficult to detect and manage, being embedded in language, in the
symbolic dimension, in behavioural patterns, in different forms of social action, in well-
defined relational configurations, in common sense and in widespread beliefs.
It is important to stress that, to the aim of this guidelines, and for the sake of
brevity, the term “discrimination” conventionally covers here different situations:
intentional discrimination against women, minorities, national or other groups;
unconscious bias of which involved people are unaware or mostly unaware;
gendered organization practices and assumptions that fit a masculine model more
than a feminine one.
In this perspective, knowing that many of the phenomena related to gender
discrimination become fully visible only in action, the accompanying research has
been empirically based on what actually happened during the implementation of
the three experimental activities. As a matter of fact, they allowed the research team,
on the one hand, to collect information and data necessary to monitor progress and
results and, on the other, to acquire a broader knowledge of gender dynamics in
science. As the activities were under way it has been possible, using a kind of
“heuristics of action”22, to observe facts, relational configurations and
22 See d’Andrea L., Quaranta G., Quinti G., (2005), Manuale sui processi di socializzazione
della ricerca scientifica e tecnologica, Roma, CERFE; d’Andrea L., Declich A., 2005, The
sociological nature of science communication, “JCOM” 4 (2), June.
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processes that would have been difficult or impossible to observe in other ways
(such as, for example, an analysis of texts and documents or simple interviews).
During the accompanying research, therefore, situations have been observed
where "sociological" facts emerged in opposing discrimination processes, in
relation to the actions and measures planned in the experimental activities. To this
aim, the observations considered: the actors and their orientations towards action
(or agency); the obstacles (relational and structural configurations, regulations,
behaviours) to the implementation of activities to prevent discrimination; factors
enabling the implementation of the activities foreseen by the experimental activities
(facts, events, situations, but also representations, beliefs, information); other
important elements not falling within the three items above, or "practical issues".
The analysis of the sources (see below) allowed the research team to collect
information on what was going on when the measures supporting women in S&T
organisations were actually carried out.
The information units have been considered as “clues” (directly observed and
reported in the research diaries of the experimentations’ staffs or drawn from in the
interaction between experimentations’ staffs and technical assistance), of potential
phenomena which, in turn, can be considered indicators of broader and more
complex dynamics. At the end of the project and in view of these guidelines, these
dynamics, which during the experimentations have been seen in their making, have
been analysed and understood either as capacities needed to change, or, conversely,
as hindering factors to the deployment of such capacities.
In order to collect relevant information, coping with the many facets and
dimensions of vertical and horizontal segregation of women in science, the
accompanying research made use not only of continuous and "savvy" observation
of the team members of the three experimental activities and WHIST partners, but
also of the results and information gathered through monitoring and evaluation
activities during the experimental activities.
The overall approach of the accompanying research has been mainly qualitative.
The three experimental activities have been considered as many "fields of
observation and interpretation", in which the phenomena under observation have
been identified.
The actors considered in the analysis have been divided into two areas,
corresponding to the "promoters area" - included the promoters of the experimental
activities, i.e. those involved in the preparation, organisation and conduct of activities,
and the "interlocutors are a" - included other actors involved in the activities and
processes they generate. In general, observations regarding the actors helped to
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verify not only the anticipated effects of the various activities but also any
unforeseen effects.
Two specific approaches have been used in observations: a narrative approach
and a critical approach.
The narrative approach consisted in the recording of what happened during the
course of the experimental activities, taking into account important, critical and
meaningful facts, phenomena and situations, both concerning the actions and the
relations among the actors (promoters and interlocutors), also in the form of obstacles
and enablers.
The critical approach involved an analysis of the observed facts, phenomena
and situations, concerning strategies, objectives, recommendations and lines of
action, quality elements and practical suggestions.
Technical tools and sources
The observation of the experimental activities has been conducted by means of a
set of tools, including the ones geared at monitoring and evaluating the on going
activities under the Joint Experimentation Support Programme, namely:
• a strategic set-up grid, compiled at the beginning of experimentation and
subsequently updated at least once a month as work progressed, used to
ensure a correct description of the experimentations, building a profile through
the use of the three afore-mentioned analytical levels, concerning the single
activities, the broader actions and each experimental activity as a whole;
• an observation model, comprising two tools: the narrative approach
template (to collect observations in the form of a running report or a diary to
be frequently updated) and the critical approach outline, which were not
strictly speaking technical tools, but rather a way of orienting the
observation, as a kind of not-exhaustive check list, used as the common
basis interactions (by phone and email) between the experimentations’ teams
and research team occurring at least once a week or, when necessary, even
more often;
• a monitoring scheme, used to conduct both technical and qualitative
monitoring of the experimental activities at least once every two-weeks, which
provided additional information on the progress of activities underway to verify
that actual performance is in line with expectations, and to identify and
resolve specific problems and non-technical issues that may arise;
• a grid for the evaluation of experimental activities, geared at evaluating
the on-going activities, filled twice during the experimentations’ lifespan.
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Besides the technical instruments specifically devised, for carrying out the
accompanying research all the information coming out of the implementation of the
experimentation activities, in whatever way they were collected, have been also used.
Summing up the sources used for the accompanying research, they consisted
of diaries, technical monitoring schemes, evaluation grids of the experimentations,
telephone calls and exchange of emails, reports in the joint seminar and in steering
committee meetings, other documents concerning the experimentation activities (i.e.
reports and self evaluations of actions already concluded, internal surveys conducted
among beneficiaries or the whole staff on specific issues), final reports of the
experimental activities.
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Chapter Two
LESSONS LEARNED
In this chapter, which retraces the activities of the experimentation and the
accompanying research, we shall illustrate the lessons learned from the project,
highlighting the most important findings and achievements of the WHIST
initiatives, gained from both practice and reflection upon it.
The first major lesson was to understand that interventions for the promotion of
gender equality in science are areas of action that come up against an articulated
and complex set of obstacles, which should, first and foremost, be identified and
studied using specific tools. The experimentation and research carried out in the
WHIST project offered the promoters an opportunity to recognise, formalise and
catalogue obstacles hindering actions to promote gender-sensitive science. These
obstacles will be summarised in the first section of this chapter and, analysed in the
next two sections of the guidelines.
The dimension and complexity of the obstacles give rise to a reflection on the
scope of the interventions, which often transcends the framework of a single
gender balance programme or a single scientific organisation.
The second lesson concerns the existence of and the need for a set of capacities
to address gender inequality in research institutions, which clearly came out of the
experimentation. The term capacity seems to be the best way to represent what
happened in the organisations that participated in the WHIST experiment. These
capacities, in fact, emerged as qualities which, once activated, were able to produce
effects in terms of change.
What is clear is that they are based on different forms of negotiation (an activity
that will be analysed later), which the three institutions had to activate to overcome
the opposition of hostile, or at least not entirely favourable, environments to initiatives
such as those proposed.
The capacities identified, summarised in the second section of this chapter, will
then be analysed more thoroughly in the second and third part of the guidelines.
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Prompted by the difficulties encountered and the capacities brought into play to
achieve the project goals and overcome the obstacles, the joint experience of the
experimentation and accompanying research led to the formulation of a series of
concrete recommendations for gender equality policies in science. These
recommendations can be found in the third section.
The experimentation confirmed the importance of taking account of two
dimensions of change, when undertaking gender equality initiatives. The first includes
predominantly cognitive and intangible aspects, such as the interpretation and
awareness of gender inequality in science, as well as the motivation to act to remove
the factors of discrimination. The second is the possibility of having a concrete impact
on reality, producing changes in the institutional dynamics and operational set-
ups of research institutions. For this reason, the presentation of the obstacles,
capacities, and recommendations are organised on the basis of these two
dimensions.
It is also believed that the secret of transforming the successes and progress
made by research institutions towards gender equality into lasting changes lies in the
activation of an overall capacity to exploit the internal changes in the institutions
concerned to trigger forms of social innovation.
Each of the three sections that follow, therefore, concludes by linking the
discussion of the obstacles, capacities and proposed actions to this broader horizon
of transformation.
1. The obstacles and the scope of the challenge
1.1. Obstacles as a risk factors for action
The three institutions involved in the WHIST project were able to see immediately
that the experimentation involved a complex course of actions, exposed to many
risk factors, due to large and small difficulties which had to be first of all recognised
and identified.
Not always, in fact, did things go in the direction hoped for by the promoters, and
sometimes the results were unsatisfactory compared to the efforts made. In some
cases, the beneficiaries did not fully understand or appreciate the actions targeting
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them, in others it was not possible to maintain the enthusiasm generated at the
beginning. Sometimes the actions with most chances of success were actually taken
over by other departments of the target institution, excluding those who had designed
them. In most cases the initiatives were successful, partly because the emergence of
obstacles resulted in a organisational learning process capable of finding ways to
overcome them.
A first result of the experimentation and the accompanying research, therefore,
was precisely the identification, determination and classification of obstacles
encountered during the implementation of gender equality measures. Several factors
hindering the development or deployment of capacities for action on gender were
described and catalogued, aided by reference to international literature.
1.2. Obstacles to interpretation and motivation
Many of the obstacles encountered during the experimentation, as mentioned,
regard the interpretive and motivational dimension of the actors involved, aspects that
are mainly of a cognitive nature and which are often the least obvious.
The first set of difficulties encountered by the experimentation regard the hidden
nature of the discrimination that characterises virtually all male-dominated work
environments, science and technology research institutes being no exception. In such
environments, as was observed directly, even the women themselves are inclined to
deny the existence or the significance of gender issues. It should not be taken for
granted, therefore, that an organisation decides to initiate or strengthen actions in
support of gender equality. This is certainly true of research organisations, where
there is a very widespread opinion – largely disproved by the facts – that the rules
governing scientific activity (meritocracy, result-orientation, etc.) in themselves
prevent the emergence of forms of discrimination.
Other obstacles to the initiatives in the experimentation regard the production of
information and knowledge to document the presence of factors contributing to
gender discrimination in the target organisations. It was not always easy to counter
the scepticism of many internal interlocutors, because this type of initiative was, in
many ways, unprecedented in the three organisations, hampered by privacy issues or
the impossibility of accessing complete or updated information on the staff.
Moreover, the three experimentation teams also had to deal with communication
dynamics inside and outside the research organisations. Often this communication
is slow and inadequate and tends to reproduce gender stereotypes or stereotypes
concerning the fundamental characteristics of research or scientific disciplines. Thus,
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for example, it was not always easy to make use of internal communication tools such
as the intranet, characterised by rigid protocols or obsolete set-ups.
Furthermore, the investigators ran into various forms of dissent, which usually
remain more or less latent but which exist and inevitably emerge when initiatives are
taken, becoming visible and raising issues that are usually not talked about. This
happens even more often when the measures taken are to the advantage of a
particular group (such as women), apparently at the expense of other groups, who
may feel discriminated against (such as young male researchers).
As well as open dissent, the attempt to mobilise human and material resources for
the implementation of planned activities also came up against a lack of motivation
among the actors involved in them. In addition to the general indifference of the
male staff to gender issues, in some cases the various departments involved and the
beneficiaries themselves had divergent views. In a scientific organisation, especially if
large, it does not always follow that a decision made by management to accept a
project is shared by those who must then implement it, or that its objectives and its
content are interpreted in the same way by everyone. This is certainly true of
institutions which have multiple decision making bodies and which may not all be
located in the same city (or even the same country), like some of those in which the
experiments were conducted.
The difficulties in motivating and mobilising people seemed in many cases to also
be closely interrelated to organisational and bureaucratic dynamics, which greatly
affect their actual involvement, such as excessive workloads, difficulties in developing
monitoring mechanisms, dependence on areas and departments of the institution
which have different priorities and work schedules to those of the promoters.
1.3. Obstacles to institutional and operational change
During the experimentation, as already mentioned, many of the obstacles found
were also of an institutional and operational nature, some of which are macroscopic in
dimension.
First, the experimentation came up against regulatory conflicts or deficiencies,
which can make it impractical or extremely difficult to implement even measures
enjoying broad consensus in research institutes. For example, a national law or the
constitution itself can prevent the implementation of positive discrimination, even
when a particular group has been shown to be at a disadvantage.
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In addition, the experimentations often had to face a series of organisational
barriers, i.e., small and large-scale issues regarding, for example, the allocation of
resources, the arrangement of working hours and contracts, intra-organisational and
interpersonal rivalries that characterise all organisations, especially complex ones. In
several cases, these factors weighed heavily on timelines and the probability of
success.
But more than contingent factors, what became of central importance for the
experimentations, as it would be for any reform process, was a kind of structural
inertia that characterises the normal operation of large institutions, especially public
ones, which makes any change difficult and slow. Aspects such as high staff turnover
in some sectors, cumbersome administrative and bureaucratic procedures, the
negative effects of some institutional characteristics such as geographical
decentralisation, or organisational and decision-making autonomy, slowed down and
complicated planned activities.
Last but certainly not least, there were the effects of the global economic crisis to
contend with, which has immediate effects on the priorities of institutions and their
ability to effect decisions already taken (due to staff cuts, for example, or a changes in
priorities in the calendar of activities).
1.4. The scope of the challenge
In the light of all the obstacles listed above, the experimentation and the
accompanying research made it possible to redefine the arena for change.
Progress towards gender equality, in fact, requires changes in institutional set-ups,
organisational cultures, and the current practices of research institutions. The
creation of a deep and irreversible impact on these issues goes beyond the
scope of internal policies, whether they are specifically aimed at balancing gender,
or a more prudent management of human resources. In some ways, it goes beyond
the scope of scientific and technological research itself.
Very often, indeed, to introduce significant changes it is also necessary to act
outside the organisation, communicating, creating alliances and involving external
actors.
This does not mean that the field of action is not wide for every research
institution to develop and implement plans for change. However, promoters should
analyse all the issues that come into play, understand them and take them into
account in the design and in all subsequent implementation phases.
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It is not a question, or not only a question, of widening the scope of the analysis,
but to identify, each time, the appropriate field to treat a specific aspect of gender
inequality. As we shall see later, in some cases it is necessary to refer to the central
authorities of the state (for example, to apply for exemptions to existing laws), while in
others, negotiations must involve interlocutors within the target institution (such as
researcher trade unions), or the establishment of new relations with enterprises or
external organisations is necessary, using, where appropriate, the individual social
capital of the personnel involved.
2. The capacities required of actors promoting
change
2.1. Capacities and negotiation
Faced with a risk situation and the obstacles described in the previous section,
the experimenters showed tenacity and inventiveness, gradually developing
capacities, both in terms of understanding and intervention. The accompanying
research showed that these capacities are essential for anyone working towards the
goal of altering the gender balance in a scientific organisation.
As mentioned above, the organisations involved often seemed to be opposed, if
not openly hostile, to innovation. It should be remembered that in many cases the
problems transcend the gender dimension and refer to the more general difficulty of
introducing profound and lasting changes in large organisations.
Every activity undertaken, then, was the result of more or less explicit
negotiation, which covered not only the ordinary aspects of everyday activities, such
as space and time, but also more fundamental issues, such as the existence of
forms of discrimination, whether to introduce special measures openly in support of
women, or whether to support all women or only the best.
Therefore the category of negotiation was deemed useful to describe what
happened in experimentations, which can be defined as an activity that involves two
or more persons or groups of people who interact to resolve an issue on which there
is no agreement. This category can also include, according to an accepted definition
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in the social sciences, activities which, while not requiring direct discussion, are still
aimed at changing the social set-ups in question23.
By observing the activities in progress, interacting and discussing with the
promoters and, above all, reflecting on their difficulties and their successes, it was
possible to understand the centrality of negotiation for the success of their efforts.
Through the double perspective of capacities manifested (or to be developed)
and the forms of negotiations that were actually used, it was possible to observe and
classify the actions taken by the promoters to overcome the obstacles, taking into
account the different contexts, the operational models adopted and the results
achieved.
2.2. The capacity to interpret and motivate
A first, important capacity that the experimenters demonstrated was the capacity
to interpret the origin and the profound dynamics of gender discrimination and, at the
same time, motivate and mobilise the different actors in the institution to help
remove them.
First, when there was not enough data readily available, action was taken to
access information, finding ways to overcome restrictive regulations and operational
difficulties. Then, updated statistics on horizontal and vertical segregation of women
in organisations were produced and disseminated, adopting, wherever possible, a
comparative approach. In doing this, a form of interpretive negotiation was
implemented, that is one directed at building and disseminating an idea of the
discrimination of women in research institutions that highlighted the extent and depth
of the problem, avoiding simplistic and minimalist views and uncovering the reality of
the stakes involved.
At the same time, the experimenters worked on the internal environment and
other factors that affect motivation for action. To this end, steps were taken to:
systematically collect the views of actual and potential beneficiaries; gradually create
internal consensus on content; arouse interest in the issues; prevent the development
23 The concept of negotiation has been used in research projects and experimentations aimed
at equal opportunities for women in male-dominated areas, such as the "Women and politics"
project, co-financed by the Lazio Region and the European Social Fund as part of the EQUAL
initiative. See in this regard, Colonnello C., Cancedda A., Caiati G., Linee guida per la
promozione delle pari opportunità in ambito politico e sindacale, Progetto RADEP, Donne e
politica, Rome, 2008
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of hostility towards the actions; promote closer internal relations; increase the visibility
of women in the organisation; review the forms and content of internal
communication.
These can be seen as forms of symbolic negotiation, aimed at disseminating
and sharing, through public communication, cognitive structures that have a
mobilising effect (symbols) about the value of women’s contribution to science.
These actions, which show an increase in interpretive and motivational capacity in
the experimenters and a constant exercise of different forms of negotiation, have
resulted, in the target institutions and also to a certain extent outside them, in:
increased awareness of gender issues among the staff; the emergence of new
demands for knowledge; the expression of new needs for training and services;
greater transparency; an increase in the visibility of women in the organisation; the
identification of new priorities in public agendas; the mobilisation of internal actors
beyond the duration of the experimental projects; the emergence of an interest in the
actions being undertaken in other research organisations.
2.3. The capacity to bring about institutional and
operational change
In addition to interpretative and motivational capacity, the experimenters also
worked on boosting institutional and operational capacity, developing negotiation
skills to implement changes in rules, organisational operations, and day to day
behaviour.
As mentioned above, during the experimentation it was necessary to carry out
negotiations, both inside and outside the target institutions. In some cases,
negotiation with the outside was at a high institutional level, also involving the
government of the country. As regards the institutional situation within the target
organisation, new ways of using existing tools were proposed (for example, the
preparation of periodic reports on equal opportunities), or new forms of institutional
communication were implemented (such as inter-institutional committees).
These two types of action, albeit different in scale, may both be considered as
forms of institutional negotiation, having the goal of changing the rules of the game
that tend to reproduce the status quo causing discrimination against women in
organisations.
To be effective, then, the three experiments had to implement interventions that
could impact the material and environmental reality of the target organisations,
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working to ensure that the agreed initiatives were actually carried out. To this end, it
was essential to collaborate with the administrative staff, a key actor in getting things
moving and unblocking situations.
To facilitate the implementation of planned initiatives, constant efforts were made
to include and involve more interlocutors in the implementation and monitoring of new
activities, starting from the operational sectors of the institution and then going on to
the associations of employees and also external parties, such as HR managers of
similar organisations.
In many cases it was necessary to rethink and redesign some of the activities
during implementation to take account of occurred changes.
All these examples can be seen as forms of operational negotiation. This
activity concerns the realm of material power and involves getting things moving,
changing attitudes, behaviours, and procedures to make concrete improvements to
the position of women in organisations.
The results of experiments on institutional and operational capacities included an
increase in the competencies of the beneficiaries; the establishment of new relations
between departments of the same institution; the triggering of new internal
communication dynamics; the confirmation or reissue of the experimental
programmes; the introduction of new measures and procedures; a review of internal
policies; the design of new initiatives and new modus operandi.
2.4. The capacity to trigger social innovation processes
Finally, the experimentations and the accompanying research were able to see a
third capacity at work, as yet still underdeveloped during the WHIST project, based
on the deployment of all capacities and, therefore, employing the different forms of
negotiation described above. This capacity could be termed social innovation.
It refers to the possibility of having gender equality reforms implemented within
research institutes ignite an irreversible change in the institutions themselves, so
that they become a common heritage and an integral part of both the scientific
and technological research system, and the social culture of the region. At the
end of the next section we will discuss some of the conditions required to activate this
broader and more complex capacity.
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3. The policies of research institutions and
guidelines for action
The joint course of action of the three experiments and the accompanying
research, as seen in the preceding paragraphs, provided a series of lessons to learn
about the design and implementation of gender equality initiatives in research
institutions. First, a number of key issues were identified and obstacles were
described in detail, which in many cases were successfully overcome in the three
pilot projects. These obstacles and their solutions were used to identify at least three
sets of capacities to develop and employ to promote gender equality, namely
interpretive and motivational capacities, institutional and operational capacities, and
social innovation capacity.
This experience, the difficulties encountered and the ways to overcome them,
produced an additional result, which, because it is replicable and transferable, can be
considered the most important. It is the identification of a number of strategic areas
that represent a practical articulation of interpretative and motivational capacities,
on the one hand, and institutional and operational capacities, on the other. To
suggest how to concretely develop these capacities, the promoters of the
experiments and the research formulated a series of recommendations for action.
The guidelines, therefore, include a series of recommendations for each strategic
area, formulated by drawing on the situations that actually occurred during the WHIST
project. They are as streamlined and concrete as possible so as to capitalise on all
the findings and lessons learnt during the experimentation.
Finally, at the end of this section, we shall present some of the conditions required
to activate the capacity for social innovation, which was identified thanks to the
WHIST experimentation, even though, as mentioned above, the scope of this
capability transcends the dimensions the project.
3.1. Building interpretative and motivational capacity
As regards the building and employment of the capacity to interpret and motivate,
the first strategic area concerns the demystification of the denial or minimisation of
the problem of gender discrimination. Experience and the suggestions of the
experimenters in this regard emphasise the importance of statistics classified by
gender, and recommend providing continuous updates and studies on the matter to
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decision makers, on both quantitative aspects and less visible but equally damaging
problems for gender equality, highlighting how an appropriate management of these
aspects can benefit the quality of work and, in general, the scientific competitiveness
of the institution.
The second major area in which efforts should be focused is the development and
dissemination of a shared and consensual vision of the problems and how to solve
them, involving the highest possible number of internal actors.
The often conflicting experience with the communicative dynamics inside and
outside the target institution made all the experimenters aware of the importance of
focusing on the relevance and diversity of communication tools, the subject of the
third strategic area.
Of great importance for the pilot projects to motivate and mobilise people was the
opportunity to capitalise on the existing experiential and cognitive capacities. Another
series of recommendations emerging from the WHIST experience, therefore, regards
the valorisation of existing competencies in the target organisation.
Finally, experience confirmed, sometimes bitterly, that the achievements in the
field of gender equality can never be taken for granted. For this reason, the last area
of interpretative and motivational capacity is the continuous monitoring of the
situation in the target organisation as regards the phenomena of discrimination.
3.2. Building institutional and operational capacity
The concrete experience of the experimenters and joint reflection during the
accompanying research enabled then to determine the strategic areas of action to
build or strengthen the institutional and operational capacity of research
institutions.
The first thing to be highlighted is the importance of regulatory instruments,
whether national laws or internal regulations, promoting implementation and
development.
The recommendation to actively involve the institutional leadership of
research institutions, already made by the European Union at the end of the first ten
years of policies on gender equality in science, was confirmed.
Moreover, the most successful actions were those that could transcend the
interest of the targeted women and produce benefits for all.
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One of the key areas for institutional and operational capacity, but also, as will be
discussed later, to promote the emergence of a capacity for social innovation, was the
practice of political relations and synergies with outside organisations.
Any measure that is adopted only works and is feasible if due attention is paid to
the design and coordination of all efforts towards gender equality.
3.3. Contributing to the emergence of a capacity for social
innovation
As mentioned, the WHIST project made it clear to the promoters that in many
cases the field of action for gender equality transcends the boundaries of a single
research organisation and lasting results can only be achieved if there is a change of
scale.
General reflection on the results made it possible to identify certain conditions
that must be met to activate a capacity for more general social innovation, impacting
the scientific research system as a whole, allowing it to capitalise on differences and
be more in tune with society.
For each of the conditions identified through the experimentations and
accompanying research, possible actions have been suggested, which will be
discussed in the fourth part of these guidelines.
The first condition to trigger a capacity for social innovation that raises an
awareness of gender differences in scientific institutions is to create a link with
existing forms of collective action for women.
The second condition regards the establishment of stable relations with
national and territorial political and cultural institutions.
The third involves raising awareness in the general public by means of mass
communication.
The fourth involves promoting the participation of citizens, which can also be
done through social networks.
The fifth, finally, is to support the formation of collective political intelligence to
create and develop networks and synergies among the actors committed to
gender equality in science.
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Part Two
Interpretative and Motivational
Capacity
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To combat discrimination against women in scientific institutions
it is essential to develop and share the capacity to interpret its
origin and hidden dynamics. Exercising this capacity involves
negotiating how gender issues are understood and addressed
within individual research organisations.
At the same time, it is important to motivate the different actors
in research organisations to make a contribution, big or small,
towards change. To do this, therefore, shared visions and goals
must be identified and communicated effectively to activate and
capitalise on the passions and energy of different people and
groups.
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Introduction
Understanding and sharing a problem makes it easier to find solutions to
solve it. This applies also in the fight against the discrimination of women in scientific
research.
The research carried out within the WHIST framework, which, as mentioned
earlier, has accompanied the experimentations at the Fraunhofer Gesellschaft, more
precisely at the Fraunhofer-Institut für Arbeitswirtschaft und Organisation IAO, the
European Space Agency (ESA) and the University of Aarhus (AU), provided some
indications in this regard.
The experimentations have shown, firstly, that many difficulties are related
precisely to the fact that the "enemy" is elusive and invisible. This leads many to
deny, even in good faith, the very existence of a gender gap. At the same time there
is a risk that inequality is perceived as a marginal or specialist problem, rather than
a matter which concerns the meaning, existence and the very future of a research
organisation, and, above all, those who work there, regardless of gender, position or
status.
The experimentations showed, moreover, that even in cases where there is an
awareness of the gender issue, it is often understood and formalised in a way that is
too general: this makes it difficult to deal with in a focused and concrete fashion.
Sometimes, moreover, the identification of all signs of discrimination, both large and
small, is carried out sporadically, making it difficult to implement systematic and
lasting change. Added to this is the fact that not all those who deal with these
issues, despite their commitment and dedication, understand the importance of an
updated and analytical understanding of the phenomena of discrimination.
It is sometimes also difficult to reach an adequate degree of consensus about
this type of initiative. Sometimes, in fact, there is not sufficient determination to
develop a vision and a message that can mobilise and direct the energies and
passions of the many people who potentially might be interested in these issues. Or
it may be that those who deal with these issues live in a sort of niche environment,
without being able to communicate their experiences or exchange opinions within
the organisation itself, thereby preventing initiatives that could have a very real
impact.
There is, therefore, a problem of interpretative and motivational capacity,
which must be built through specific interventions.
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This capacity is the ability to produce and negotiate a real representation of
discrimination against women in the world of research, and foster greater
awareness and sensitivity in those involved in scientific organisations. This can be
achieved by collecting, processing, sharing and disseminating information, and by
building consensus among all the actors in an organisation. Negotiation, in this case,
is an activity aimed at producing and disseminating an interpretation of the real
situation of women in scientific organisations, where often the existence of gender
discrimination is denied even by the women themselves. This negotiation can, among
other things, increase awareness of segregation (both "horizontal" and "vertical"),
demonstrate the falsity of the assumption that science is gender neutral, show the
possible discriminatory defects and effects of internal procedures, and mobilise
people's consciences. Moreover, interpretative and motivational capacity aims to
redefine the role of various actors, within research organisations, in the analysis
and solution of these problems. Of particular importance is "symbolic" negotiation,
which concerns the symbols of scientific activity, which today are still strongly male
oriented. This symbolic negotiation aims to include women, female qualities and
excellence in the very representation of science.
The next three chapters contain information and suggestions on how
interpretative and motivational capacity can be constructed operationally.
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Chapter Three
OBSTACLES
Research in WHIST had as main source the design and implementation of the
abovementioned experimentations. What came to light was a set of obstacles, both
tangible and intangible, to interpretative and motivational capacity, which should be
understood and tackled. These obstacles are described below, grouped into 6
categories:
• problems due to the hidden structure of discrimination (see Chapter 2);
• difficulties in the production of information and knowledge;
• problems regarding communication within organisations;
• existence of forms of dissent;
• poorly motivated actors;
• organisational and bureaucratic dynamics that hinder the involvement of
the actors.
1. Obstacles stemming from the hidden
structure of discrimination
A series of obstacles that prevent a proper interpretation of gender discrimination
in research organisations stems from hidden mechanisms that produce negative
effects, despite observable improvements - such as an increase in the number of
women in science faculties and in male-dominated professions. These mechanisms
represent a sort of cultural, social and psychological matrix of science as
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belonging to the male domain24, consisting of inherent linguistic structures, the
symbolic dimension, automatic patterns of behaviour, and widespread and deeply
rooted convictions and beliefs.
O1. Explicit denial of the phenomena of discrimination
When designing initiatives to create a better working environment in scientific
organisations, the dominant view is, very often (even among senior managers), that
there is little discrimination in terms of gender differences and no need to adopt
terminology related to gender discrimination. Even clear evidence is denied, arguing
that women do not need help. This point of view, carried to an excess, can nip in the
bud any programming of gender equality actions and may prevent some critical
situations from being explicitly addressed (for example, the issue of sexual
harassment).
O2. A purely organisational perception of problems
The gender dimension in research organisations is usually poorly perceived and
rarely dealt with by management and staff in general (both male and female). As a
result, any problems encountered by female researchers are regarded as a simple
question of organisation, without taking into consideration the specificities of the
situation and the effects they have. This lack of awareness is also reflected in the
tendency to attribute some difficulties (more for women than for men) to the general
characteristics of scientific work, and not to specific acts of discrimination, or women
being the object of specific factors of discrimination.
O3. Women researchers’ discomfort with visibility
In scientific organisations women find it difficult to deal, publicly and personally,
with issues related both negatively and positively to gender. This difficulty can turn
into fear when there are delicate issues at stake such as mobbing or bullying. There
is therefore a certain reticence among women to talk about the difficulties
encountered in their careers due, for example, to the work of family care or episodes
of discrimination experienced in the workplace, or cases of serious misconduct that
have been witnessed. However, this reticence also extends to their professional
achievements in the broader context of the relationship between women and science.
24 Cacace, M. (2009) Guidelines for Gender Equality Programmes in Science, PRAGES
Project, Rome, p. 24
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2. Unavailability of information and knowledge
Another type of barrier involves the availability of basic information on
discrimination in the organisation, and the difficulty of increasing knowledge on this
phenomenon. The four main obstacles of this kind, as emerged in the experiments,
are described below.
O4. Lack of gendered statistics in research institutes
The lack of data broken down by gender on research institute staff, making it
impossible to define the situations of horizontal and vertical segregation, is a major
obstacle to the identification of gender discrimination and the design of interventions
aimed at promoting equality.
O5. Unavailable or inaccessible information on research institute
staff
One operational difficulty in the design and implementation of programmes for
gender equality is related to the lack of or inaccessible information on research
institute staff and their families. This situation may be due to specificities in the
employment contract, collaboration with researchers from bodies with different legal
set-ups, lack of communication between scientific staff and administrative staff.
Sometimes this problem is also related to methods of recording data on institute staff,
or the existence of external and internal regulations, which often produce codified
procedures that slow down decision-making and the implementation of activities. This
is the case with the privacy law, which makes it structurally difficult to access
biographical information (or add to it, where, as often happens, there is little
information) about staff benefiting from initiatives, so that it is necessary to ask
permission from internal and external authorities before being able to contact (even
electronically) the beneficiaries themselves.
O6. Lack of information on previous experience in other
organisations
Especially during the conception and design of initiatives for gender equality
(mainly when the organisation does not have a pre-existing tradition), together with a
lack of basic data on staff there is also a lack of information on experiences carried
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