Gender differences in research collaboration

Abramo, Giovanni; D’Angelo, Ciriaco Andrea; Murgia, Gianluca

doi:10.1016/j.joi.2013.07.002

Cited by 179 publications

(145 citation statements)

References 51 publications

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“…Controlling for other factors that influence collaboration, research in Europe and the U.S. suggests that women show greater preference for collaborative and interdisciplinary research, yet may have fewer collaborators and be less integrated into international research networks [1,[25][26][27][28][29][30][31][32][33]. Men in the U.S. hold most of the prominent leadership roles in interdisciplinary research centers [13].…”

Section: Research Collaborationmentioning

confidence: 99%

Collaboration and Gender Equity among Academic Scientists

Misra

Smith‐Doerr

Weaver³

et al. 2017

Social Sciences

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Universities were established as hierarchical bureaucracies that reward individual attainment in evaluating success. Yet collaboration is crucial both to 21st century science and, we argue, to advancing equity for women academic scientists. We draw from research on gender equity and on collaboration in higher education, and report on data collected on one campus. Sixteen focus group meetings were held with 85 faculty members from STEM departments, separated by faculty rank and gender (i.e., assistant professor men, full professor women). Participants were asked structured questions about the role of collaboration in research, career development, and departmental decision-making. Inductive analyses of focus group data led to the development of a theoretical model in which resources, recognition, and relationships create conditions under which collaboration is likely to produce more gender equitable outcomes for STEM faculty. Ensuring women faculty have equal access to resources is central to safeguarding their success; relationships, including mutual mentoring, inclusion and collegiality, facilitate women's careers in academia; and recognition of collaborative work bolsters women's professional advancement. We further propose that gender equity will be stronger in STEM where resources, relationships, and recognition intersect-having multiplicative rather than additive effects.

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Section: Research Collaborationmentioning

confidence: 99%

Collaboration and Gender Equity among Academic Scientists

Misra

Smith‐Doerr

Weaver³

et al. 2017

Social Sciences

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“…It is a good sign that Italian female applications to the 2012 University habilitation are now the majority at the associate professor level for about one quarter of the sub-fields, including popular subjects such as molecular biology, human anatomy and biochemistry. This result does not rule out that gender bias might still operate in these fields [61], so that it is important to carry on removing barriers to women careers also in academic fields where female researchers are now the majority of applications to the University habilitation [62][63][64][65]. Further research could investigate gender bias in (1) how long researchers stay in the same academic position without career development, and (2) application success rates of researchers participating to the national habilitation competition with or without a tenure track or a permanent position.…”

Section: Discussionmentioning

confidence: 99%

The Italian University Habilitation and the Challenge of Increasing the Representation of Women in Academia

Pautasso

2015

Challenges

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Abstract:Increasing the representation of women in academia is a priority challenge in higher education policy. This study uses data from the Italian University habilitation competition in 2012 to test whether this national, standardized and quantitative assessment of researchers contributed to improving the situation. The proportion of female applications (on the whole about 36%) was in many fields higher than the reported proportion of female University professors (27%, 2010), but lower than the proportion of female researchers (2010) in Italy (45% and 51% for researchers with and without a permanent position, respectively). There was still a gap between the proportion of female applications at the associate (on average 39%) and full professor level (29%). A similar gap was also present between scientific disciplines and the humanities. Average success rates of female applications (41.2%) were on the whole lower than those of male applications (43.9%), but in most fields these differences were not significant. Overall, it is generally much lower proportion of female applications rather than their lower success rate that perpetuates the low proportion of female academics in Italy. More effort is needed to support female researchers in choosing and pursuing an academic career.

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“…While productivity differences in terms of academic publications and citations (Bentley 2011;Ghiasi, Larivière, and Sugimoto 2015;Beaudry and Larivière 2016) as well as in patenting activities (Ding, Murray, and Stuart 2006;Meng 2016) may be considered an individual factor, collective factors such as gender differences in collaboration patterns (Bozeman and Gaughan 2011;Abramo, D'Angelo, and Murgia 2013;Uhly, Visser, and Zippel 2015;Villanueva-Felez, Woolley, and Cañibano 2015) may be the underlying cause. At the same time, previous studies stress that collective factors such as family life might not suffice to explain gender differences in productivity (Ginther and Kahn 2004;Bozeman and Gaughan 2011).…”

Section: Female Amongst Males: Heterogeneity Emerging From Gender Difmentioning

confidence: 99%

Moving up the ladder: heterogeneity influencing academic careers through research orientation, gender, and mentors

Ooms

Werker

Hopp

2018

Studies in Higher Education

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We look into the question whether heterogeneity stemming from research orientation, gender, or disciplinary and cultural differences with their PhD supervisors helps or hampers academics' careers. Based on a sample of 248 academics at two leading European universities of technology, we combine multinomial logit models and sequential logit models to understand career advancement. Our results show that heterogeneity stemming from research orientation is helpful. Academics who bridge between the quest for fundamental understanding and socio-economic relevance attain career success. Yet heterogeneity stemming from gender hinders careers: female academics face problems securing tenured positions and full professorships. Mentor-mentee heterogeneity only helps in early career transitions, but hampers advancement later on. Our insights offer suggestions to policymakers, university managers, and academics, because they help to identify promising academics, the right support for sitting staff members, measures correcting for gender imbalances, and can inform strategic choices regarding research orientation and PhD supervisors.

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Gender differences in research collaboration

Cited by 179 publications

References 51 publications

Collaboration and Gender Equity among Academic Scientists

Collaboration and Gender Equity among Academic Scientists

The Italian University Habilitation and the Challenge of Increasing the Representation of Women in Academia

Moving up the ladder: heterogeneity influencing academic careers through research orientation, gender, and mentors

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