Diversity in the Academy? Staff Perceptions of Equality Policies in Six Contemporary Higher Education Institutions

Abstract

The article is based on recent research involving qualitative case studies of staff experiences of equality policies in six English, Scottish and Welsh higher education institutions (HEIs). Recent changes to UK legislation (e.g. on 'race' and disability) and a series of European Union employment directives (including on religion and sexual orientation) have caused more attention to be paid to equality policies and their implementation in higher education. The wider context for equality policies has also changed, from a predominant focus on individuals and redistributive equality policies to viewing inequality as a generic and relative concept which can be policy-mainstreamed, with greater concentration on organisational cultures and diversity and a focus on recognitional rather than redistributive approaches to inequality. The article uses the authors' recent research findings to consider how higher education institution employees who participated in the study understood notions of equality and diversity. There is a particular focus on whether different forms of inequality are seen to be interconnected, whether diversity is seen as desirable by most employees interviewed, the potential tensions and conflicts between equality policies applying to students and those concerned with staff and the visions of equitable HEIs of the future held by senior managers. It is suggested that whilst all HEIs studied had equality policies and senior managers who have benefited from equality training, nevertheless the shift away from redistributional notions of inequality (except in respect of occupational inequality) towards greater emphasis on recognitional forms, the tensions between student and staff equality issues, and the pursuit of organisational diversity may reflect a relative depoliticisation of the staff equality agenda in higher education.

Women in Engineering, Science and Technology

“…Our findings echo those of Deem and Morley (2006) Our respondents regarded publication of research as critical to promotion but it is not clear that the formal criteria in the role descriptors actually give research this central role. There are different HERA role descriptors that are intended to capture different academic career paths -that is, research focussed, administration focussed and all-rounders.…”

“…However, this does not translate into equal number of male and female academics in senior positions or indeed into a perception of equality within the institution (Deem and Morley 2006). Perhaps unsurprisingly, statistics we were provided with by the University show that the most marked gender differences arise at the more senior level.…”

“…However this research casts doubts on the transparency of criteria and role profiles and the extent to which they are made explicit to university staff and/or applied consistently. In addition, as Deem and Morley (2006) note "although this methodology may deliver equal pay for equal work, […] it may also restrict promotion opportunities since these often now depend on moving to a new job rather than upgrading an existing one" (p190).…”

Ser o no ser visible en la universidad. Un estudio sobre las profesoras

“…At present, the creation of knowledge and science lays in the hands of men and women, but higher investigation, whether at commissions laying priority lines or assigning projects or more competitive teams of investigation continue to be led by men. The presence or absence of women in management positions has been the object of several studies (Veale & Gold, 1998;Deem & Morley, 2006;Tomàs et.al., 2008Tomàs et.al., , 2009, however, the presence of women in investigation or teaching still has a long way to go (Bagilhole & White, 2003;Park, 1996). evaluación de estas políticas, lo que hace que su efectividad disminuya según confirman estudios europeos en el mismo tema (Bagilhole & Goode, 2001).…”

“…Actualmente, la creación de conocimiento y ciencia está en manos de hombres y mujeres, pero la investigación de mayor nivel, sea tanto en las comisiones que marcan líneas prioritarias o asignan proyectos, o los equipos de investigación más competitivos siguen estando liderados por hombres. Si la presencia o la ausencia de las mujeres en los puestos de gestión ha sido objeto de varios estudios (Veale & Gold, 1998;Deem…”