The aim of the article is to study the impact of gender on the professional development of university teachers and their motivation for professional advancement. The article analyzes gendered perceptions of the professional development in the Ukrainian academic sector based on the survey of teachers from Kyiv National Economic University named after Vadym Hetman (KNEU) (Ukraine). The respondents provided their assessment of conditions that support or destroy their academic careers. The findings showed significant divergence in gendered perceptions and attitudes toward motives, conditions and results of professional development at the university. Although all staff members were unanimously confident in their professionalism, the degree of satisfaction, perception of fairness and willingness to engage in management through initiatives was significantly lower among women. Female academics expressed a greater need for mentoring, while men showed greater interest in material incentives. Impressively, 11% of women versus 0% of men believe that their gender is an obstacle to their career. The study findings require the inclusion of gender aspects in the university’s development strategy and ensuring equal opportunities at all stages of HR management in academia.
The chapter deals with the global issue of advancing women's role in higher education and research (HE&R) as a mechanism for reaching the Sustainable Development Goal 5 – gender equality. Gender analysis method is employed to identify historical and current differences between women and men relative to their participation in HE&R and access to decision-making and resources therein. The focus is on the global challenge of gender disparities, including horizontal and vertical segregation, the androcentric academic culture, and the gender pay gap. The authors warn of possible contamination of AI with human gender biases, which can be detrimental to academic hiring and assessment procedures. Summarizing gender-equality policies and practices available worldwide, the authors give recommendations on women's empowerment in HE&R on the global, national, and organizational levels.
Київський національний економічний університет ім. Вадима Гетьмана, м. Київ ҐЕНД ЕРНИЙ ВИМІР У НЕВЕРБАЛЬНІЙ МІЖКУЛЬТУРНІЙ КОМУНІКАЦІЇ У статті описуються і класифікуються невербальні елементи міжкультурної комунікації, які стосуються просторових уявлень і гаптики, з акцентом на ґендерний вимір спілкування в офіційному стилі. Ключові слова: міжкультурна комунікація, ґендерна лінгвістика, невербальна комунікація, ґендер, теорія комунікації, гаптика. Курченко Лина Николаевна, Киевский национальный экономический університет им. Вадима Гетьмана, г. Киев ГЕНДЕРНОЕ ИЗМЕРЕНИЕ ВНЕВЕРБАЛЬНОЙ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ В статье описываются и классифицируются невербальне элементы межкультурной коммуникации, касающиеся пространственных представлений и гаптики, с акцентом на гендерное измерение общения в официальном стиле. Ключевые слова: межкультурная коммуникация, гендерная лингвистика, невербальная коммуникация, гендер, теорія коммуникации, гаптика.
The chapter deals with the global issue of advancing women's role in higher education and research (HE&R) as a mechanism for reaching the Sustainable Development Goal 5 – gender equality. Gender analysis method is employed to identify historical and current differences between women and men relative to their participation in HE&R and access to decision-making and resources therein. The focus is on the global challenge of gender disparities, including horizontal and vertical segregation, the androcentric academic culture, and the gender pay gap. The authors warn of possible contamination of AI with human gender biases, which can be detrimental to academic hiring and assessment procedures. Summarizing gender-equality policies and practices available worldwide, the authors give recommendations on women's empowerment in HE&R on the global, national, and organizational levels.
Despite the indisputable progress of gender equality in academia in recent decades, the relative stagnancy of women's participation in decision making and resource distribution remains a global issue. There is growing evidence that a large part of gender inequality in higher education and research cannot be explained by explicit measurable factors. Male bias is encoded in societal and academic culture and to a significant extent determines subconscious choices and decisions benefiting men. This chapter analyses cultural reasons behind gender inequality and typifies them in a form of a matrix based on gendered attitudes to women's leadership in academia. The analysis of typical resistances reveals psychological and social mechanisms of subtle gender discrimination and is followed by a set of proposed preventive measures.
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