Transcript Slayt 1 - National University of Ireland

Leading Universities in the
Twenty-First Century
Centennial Conference of the National University of Ireland
Beyond the Glass Ceiling
Women Academics in Science, Technology and Engineering
Prof. Dr. Gülsün SAĞLAMER
EUA Board Member
Istanbul Technical University
1-3 December 2008, Dublin
1
Content
Introduction
Women Access to Higher Education
Women Academics across the World and Europe
Women Access to Science Engineering and Technology
What are the incentives for gender equality in EU
UNICAFE Project
Recommendations
2
Where are the women in
academia?
Marina Marchetti, 2008
3
Voltaire and Emilie du Chatelet
"Everyone, just about, has heard something about Voltaire, and
most of it is flattering. Freethinker, dramatist, poet, scientist,
economist, spy, politician and successful speculator to boot, he
embodies the intellectual breakthrough of the Enlightenment—the
single biggest leap in mankind’s understanding of itself and the
world.
Almost nobody has heard of the woman with whom he shared most
of his life, Emilie du Châtelet (1706-1748).
But you can make a good case that she was a more rigorous
thinker, a better writer, a more systematic scientist, a
formidable mathematician, a wizard gambler, a more
faithful lover and a much kinder and deeper person. And she
did all this despite being born a woman in a society where
female education was both scant and flimsy.
The Economist (May 18th, 2006) reviews David Bodanis’s book Passionate Minds
: The Great Enlightenment Love Affair (Little Brown, October, 2006).
4
Emilie du Chatlet’s
Scientific Research and Publications
In 1737, Châtelet published a paper entitled Dissertation sur la
nature et la propagation du feu, based upon her research into the
science of fire, that predicted what is today known as infra-red
radiation and the nature of light. Her book Institutions de Physique
(“Lessons in Physics”) appeared in 1740; it was presented as a
review of new ideas in science and philosophy to be studied by her
thirteen-year-old son, but it incorporated and sought to reconcile
complex ideas from the leading thinkers of the time.
In it she combined the theories of Gottfried Leibniz and the practical
observations of Willem 's Gravesande to show that the energy of a
moving object is proportional not to its velocity, as had previously
been believed by Newton, Voltaire and others, but to the square of
its velocity. The formula was later shown to be Ek = (1/2) mv²,
where Ek is the kinetic energy of an object, m its mass and v its
velocity.
In the year of her death, she completed the work regarded as her
outstanding achievement: her translation into French, with her
own commentary, of Newton’s Principia Mathematica, including her
derivation from its principles of mechanics the notion of
conservation of energy.
Émilie du Châtelet From Wikipedia
5
Did we have a good start?
Voltaire, in a letter to his friend
King Frederick II of Prussia,
declared that du Châtelet was
"a great man whose only fault
was being a woman"
Émilie du Châtelet
6
Women in Higher Education
Data for academic staff by gender show
patterns of both vertical and horizontal
segregation.
 Women first began to enter colleges and
universities as both students and faculty around one
hundred and fifty years ago. Not surprisingly, women
have been struggling for equality within academia
since at least the middle of the nineteenth century
(The Association for Women Faculty, 2005)
7
Women Access to Higher Education
 The increase in women’s enrolment in higher education in the
20th century has been characterized as a “dramatic progress”
(Stolte-Heiskanen, 1991).
 However, women underrepresentation among academics and
gender inequalities in academia appear to be persistent and a
global phenomena.
 On higher levels women are still heavily under represented and
many obstacles remain for female students and researchers
pursuing an academic career (Björklund,K., Olsson, A.C.,2004).
8
University Degrees awarded to females in all fields(2002) OECD,2004
100
Health and Welfare
Social Sci., Business, Law
90
Math. and Computer Sciences
Engineering and Construction
Humanities, Arts and Educ.
80
70
50
40
30
20
10
Average
USA
UK
Turkey
Spain
Sweden
9
Norway
Mexico
Japan
Italy
Germany
France
Finland
Austria
0
Australia
(%)
60
Female Representation in Science and Technology
An important fact has been outlined on the Male
“Overrepresentation Factoring” in computer science (Ingra
Kiderra, 2005).
According to the research which has been conducted at the
University of California, Turkey has the minimum
“Male Overrepresentation Factor” (1.79) among 21
countries (Australia, Austria, Belgium, Czech Republic,
Denmark, Finland, France, Germany, Hungary, Ireland,
Korea, Netherlands, New Zealand, Norway, Slovakia, Spain,
Switzerland, Turkey, United Kingdom, United States).
10
Women Professors in all disciplines in the World (OECD,2004)
50
A (Full)
45
B (Assoc.)
C (Assist.)
40
35
25
20
15
10
5
Ireland
Switzerland
Israel
USA
Australia
Netherlands
11
Germany
UK
Greece
Italy
Sweden
Spain
France
Portugal
0
Turkey
(%)
30
Women in Higher Education
• Women now constitute about 50% of first degree
students in many countries of the world
•Women representation at undergraduate level
is higher than men in many European countries
(65% in Sweden).
•The percentage of full professors who are women
is very low worldwide, for the most part, below
15%
•There are considerable variations in the proportion
of women students between disciplines
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Methaphors
Some of the metaphors referring to women’s predicament in
academia are discussed widely. Metaphors linked to
universities such as
“Ivory Tower” brought the new metaphor of
“ Storming the Tower”
Metaphors related to
“Glass Ceiling” which
promotions for women
defines
limitation
on
academic
“Chilly Climate” which depicts the fuzzy academic processes
for women reflects inconveniences in the academic
environment.
 “Leaking Pipeline” which defines the decreasing women
representation throughout academic life
13
Relative share of women and men in
a typical academic career (headcount) in 1999 and 2003 EU-25
%
Men 1999
Women 1999
Men 2003
Women 2003
100
87
90
80
85
70
70
61
59
60
50
40
54
52
48
56
44
46
41
63
57
54
46
43
58
57
43
39
30
68
42
37
32
30
20
15
10
13
0
ISCED 5A
Enrolments
ISCED 5A
Graduates
ISCED 6
Enrolments
ISCED 6
Graduates
Grade C
Grade B
Grade A
Definition of grades: A-The single highest grade/post at which research is normally conducted within the institutional or corporate system, B Researchers working in positions not as senior as top position (A) but more senior than the newly qualified PhD holders, C-The first grade/post
into which a newly qualified PhD (ISCED6) graduate would normally be recruited within the institutional or corporate system.
14
Relative share of women & men in a typical
academic career
EU-25, headcount, nat. science and eng. fields, 1999 & 2003 EU-25
100
92
90
83
91
74
80
71
68
68
70
77
70
70
Women 2003
70
66
60
64
66
Men 2003
50
Women 1999
40
34
36
34
30
30
29
20
Men 1999
30
32
32
23
30
26
17
10
9
8
0
ISCED 5A
Enrolments
Definitions:
ISCED 5a
Graduates
ISCED 6
Enrolments
ISCED 6
Graduates
Grade C
Grade B
Grade A - The single highest grade/post at which research is normally conducted,
Grade B - Researchers working in positions not as senior as top position (A) but more senior than the newly qualified PhD holders,
Grade C - The first grade/post into which a newly qualified PhD (ISCED6) graduate would normally be recruited
ISCED 6 – Advanced higher education programmes (PhD)
ISCED 5A – Basic higher education programmes (Bachelors and Masters)
15 leading to access to advanced university studies (PhD)
Grade A
What is going on in EU
Legal basis: the Treaty
The Community shall:
 Art. 2: promote … equality between men and women …
 Art. 3: eliminate inequalities, and to promote equality between men
and women .. in all the activities [incl. research and technological
development]
 Art. 13: the Council… may take appropriate action to combat
discrimination based on sex…
 Art. 137: the Community shall support…equality between men and
women with regard to labour market opportunities and treatment
at work
 Art. 141: Each Member State shall ensure that the principle of equal
pay for male and female workers for equal work or work of equal
value is applied.
Marina Marchetti, 2008
16
Women and Science Policy
Commission Communication (1999)
Science and Society Action Plan (2000)
Excellence and innovation - Gender equality in science
(2005)
Council Conclusions on women in decision-making
positions in S&T – April 2005
Gender Pact (European Council, March 2006)
Council Conclusion on Family friendly research careers February 2008
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6th Framework Programme
of RTD (2002-2006)
Specific actions for women in science (18 M€):
Ambassadors of science (Women in Nano, DIVA,… )
Mentoring and coaching programmes (EUMENT-NET, Set Routes,
Tandem+Idea, Advance …)
Networking: Women scientists networks in the new Member States,
European Platform of Women Scientists (EPWS)
Analysis of participation of women in specific RTD sectors and
careers ladder’s level (construction, transport, medicine fields)
Marina Marchetti, 2008
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ETAN Report
European Technology Assessment Network (ETAN) has
formed a group named “The ETAN Group on Women
and Science”. The ETAN report focused on three areas
(Rees,T. 2001);
The underrepresentation of women in SET
The lack of attention paid to the gender dimension in SET
The lack of gender balance in decision-making of scientific policy
General conclusions and recommendations (Beraud, A.,2003):
Set up interdisciplinary degrees
Include at least 25% of socio-economic contents
Introduce Interdisciplinary subjects in the curriculum as early as
possible.
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UNICAFE
About the project


Survey of the University Career of Female Scientists at
Life Sciences versus Technical Universities
UNICAFE Project (2006-2008)

Specific Support Action (call identifier: FP6-2005-Scienceand-society-17) with the specific objective of deepening
and broadening the quantitative knowledge base on women
and science in Europe

www.unicafe.ee

Synthesis report

Beyond the Glass Ceiling
University Career of Female Academics in
Engineering,Technology and Life Sciences
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Background of the project
The state of the art
Women constitute the majority of higher education
graduates, but their number decreases significantly
when they begin to build up their scientific career at
the university
Women usually face great difficulties in developing
professional careers in academic research
Compared to their share among PhD degree holders
(EU-25: 44%) they are underrepresented at general
level of participation in research, and their proportion
is decreasing when rising on the hierarchical scale of
university management
21
The aim of the project
To carry out an innovative pilot survey to enhance existing
knowledge on career patterns of female scientists at
universities
To map the situation of female researchers in engineering
and life sciences in seven universities in six countries in
Europe
To examine and compare the situation of female
researchers, decision makers and PhD students
To create a suitable tool for mapping the situation of women
in the critical fields and positions
To draw the attention of the university managements to the
importance of ensuring equal opportunities to women and
men and the practice of gender mainstreaming as a policy of
the European Union
22
The partners
Hungarian Science and Technology Foundation – coordinator
Budapest University of Technology and Economics – BME
Hungary
Medical University of Graz – MUG Austria
Istanbul Technical University – ITU Turkey
Semmelweis University – SE Hungary
Tallinn University of Technology – TUT Estonia
University of Oulu – OUL Finland
University of Tor Vergata – URTV Italy - Rome
23
The process of work
The same dataset was collected by each partner university
An online questionnaire was prepared to be filled in by the scientists
(both female and male) of the partner universities, and the answers
were put into SPSS,
 The target group consisted of
• researchers and teachers
• PhD students
• decision-makers
Each partner university carried out 16 interviews, 8 with men and 8
with women, at different career levels
The most interesting interviews were expanded into case studies, 2
female and 2 male cases from each partner university
Some female researchers were identified as role models
Each partner prepared a report about the results of the survey at
their university in English and in their national language
http://www.unicafe.ee/ureports.htm
A comparative report was written about the results of the whole
survey
24
Methodology: collection of data
Data for the academic years 1994/1995, 1999/2000 and
2004/2005 have to be collected (except for MUG, where
2004/2005 and 2006/2007)
•
•
•
•
•
•
•
•
•
staff by category and age
staff by hierarchical position
staff by highest academic qualification
members of decision-making boards/panels
payments in the different positions
citation index and number of publications
number of international projects
number of national projects
recruitment procedures
–
composition of recruitment panels
–
data on applications/admissions
–
promotion procedures:
25
Statistics about the countries(UNICAFE)
Table 4. Proportion of female researchers by sector, 2003
Higher Education Government Business Enterprise
Country
Sector (%)
Sector (%)
Sector (%)
Total
Austria
30
35
10
21
Estonia
45
60
24
43
Finland
53
41
18
30
Hungary
37
40
25
35
Italy
31
39
19
29
25
36
Turkey
37
28
European Commission (2006). She Figures 2006. 25, 28.
26
Statistics about the countries(UNICAFE)
Table 5. Proportion of female researchers in the higher education sector by field of science, 2003
Austria
Estonia Finland
Hungary
Italy
Turkey
Natural sciences
21,6
34,4
n/a
28,4
n/a
37,4
Engineering and
Technology
12,6
29,9
n/a
18,0
n/a
33,8
Medical sciences
35,8
61,5
n/a
45,3
n/a
39,2
Agricultural sciences
40,9
42,3
n/a
31,3
n/a
34,5
Social sciences
36,3
54,5
n/a
37,5
n/a
37,5
Humanities
42,8
63,6
n/a
European Commission (2006). She Figures 2006. 42.
47,8
n/a
36,6
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Women in the University Boards
The proportion of women in the University Board is in
2004/05







MUG
ITU
OUL
SE
BME
TUT
URTV
27%
20% (30% 2008)
20%
20%
15.4%
10%
10%
28
University leaders, 1999/2000–2004/2005
academic years
ITU – seven female deans, one female rector for two cycles, four
vice-rectors; (10 deans, 5 vice rectors, 1 rector by 2008)
OUL – two female vice-rectors for two periods, no female dean
at the Faculty of Technology and Faculty of Medicine
SE – no female rector, no deans, one vice-rector
BME – no female rector, no vice-rector; only one female dean
has been appointed in the history of the university
MUG – no female rector, two female vice-rectors from 4, no
deans
TUT – no female rector, no vice-rector, no deans
URTV – decision-making positions have always been taken by
men: rector and deans are men
29
Heads of department, 2004/2005
ITU – 9 out of 27
OUL – 0/5 at the Faculty of Technology; 4/7 at
Faculty of Medicine
SE – 9/45
BME – 3/74
MUG – n.d./39
TUT – 1/31
UTRV – 2/27
30
Hierarchical structures
Diagram 3. Careers at the faculties of engineering,2004/2005
100
90
80
70
%
60
50
40
30
20
10
0
Grade D
BME, HU – Male
TUT, EE – Female
Grade C
BME, HU – Female
OUL, FI – Male
Grade B
ITU, TR – Male
OUL, FI – Female
31
ITU, TR – Female
URTV, IT – Male
Grade A
TUT, EE – Male
URTV, IT – Female
The academic career – A Leaking pipeline
Sweden
PhD degrees
50%
First academic employment 41%
Associate professors
38%
Professors
20%
Rectors:
45%
Turkey
42%
33%
31%
27%
8%
Ullenius, 2008., Saglamer, 2008
32
Case Study: Istanbul Technical University
Professor
Assoc.Prof
Assist.Prof.
Research Assist.
Total
94-95
16%
31%
28%
20%
28%
33
99-00
20%
35%
38%
35%
31%
04-05
29%
36%
46%
37%
36%
Saglamer, 2008
Main recommendations to university managements
Equality and diversity targets should be stated
statement of the university
in the mission
Take Measures to raise the gender awareness in the management and
staff of the university
Prepeare Gender equality plan both on faculty and on university level
Define Responsible organisational units and persons for implementing
the gender equality plans
Implementations should cover
 Working
conditions,
salaries,
career
advancement,
training,
maternity/paternity and childcare allowances
 Sex disaggregated data collection and monitoring of university
structures and processes: staff (considering e.g. different career levels
and working fields), pay gaps, age gaps, promotions, drop-outs
Employ external and internal experts to controll the gender policy at
the university year by year
Provide the financial incentives for these developments
aim to make more visible the reasons, practices and action culture that
maintain and reproduce women’s underrepresentation in the highest
positions
34
Thank You
35
References
Rees,T., (2001), Mainstreamimg Gender Equality in Science in the European Union: the
ETAN Report, Gender and Education, Vol,13, No.3, pp243-260, 2001
Björklund, K,Olsson, A.C.(2004), Glass Ceiling for Women in Academia
Brine,J (1999)., Undereducating Women:Globalizing Inequality (Buckingham, Open
University Press.
Beraud, A.,(2003), A European research on Women and engineering Education (20012002), European Journal of Engineering Education, Vol,28, No 4, December 2003, pp 435451.
Bebbington,D, Women in Science, Engineering and Technology: A Review of The Issues,
Higher Education Quarterly, 0951-5224, Volume 56, No.4, October 2002, pp360-375
The Associationfor Women Faculty, The University of Arizona, Home Page: Historical
Context: Women In Academia, 2005
UNICAFE,Survey of the University Career of Female Scientists at Life Sciences versus
Technical Universities, UNICAFE is supported by funding under the Sixth Research
Framework Programme of the European Union SAS6-CT-2006-036695
36
References
Marina Marchetti, 2008.,“Women in research decision-making positions: an European
overview”, Women Rectors Accross Europe, Istanbul 11 November 2008,ITU
Christina Ullenius, 2008,, “Women Academics in Sweden”Women Rectors Accross
Europe, Istanbul 11 November 2008,ITU
Saglamer,G., 2005 “ Enhancing Access of Women in Higher Education”,
IAUP XIV Triennial Conference: The Challenges of Globlization and the Role of Higher
Education, 10-15 July 2005, Bangkok.
Saglamer,G., 2008., Women Academics in Science and Technology with Special Reference
to Turkey” Community of Mediterranean Universities CMU&CIHEAM-IAMB Equal
Opportunity Commission Joint International Meeting on Women State in the
Mediterranean: Their Rights and Sustainable Developments Bari 16-17 June 2008
Ingra Kiderra, 2005 .web site of the University of California,
The Economist (May 18th, 2006) reviews David Bodanis’s book Passionate Minds : The
Great Enlightenment Love Affair (Little Brown, October, 2006).
Émilie du Châtelet From Wikipedia, the free encyclopedia
37