Examining Gender in Higher Education (EGHE): STEM and beyond. A UK-African Countries Network.
Lead Research Organisation:
University of Glasgow
Department Name: School of Education
Abstract
Examining Gender in Higher Education (EGHE): exploring gendered patterns of participation and success in STEM and beyond. A UK-African Countries Network.
The proposed network, Examining Gender in Higher Education (EGHE), draws together academics and activists to share and build knowledge and expertise on key areas of concern in gender and higher education (HE) comparatively across a range of African countries as well as the UK; and to build the foundations for sustained research that will address key issues of pressing concern in the field. One key area of concern has already been identified: participation and success of women students in STEM subjects. This is a crucial focus area in relation to the goals of gender equality and social justice, and directly supports key priorities of network member countries in terms of economic and infrastructural development.
Scoping work will be undertaken in this focus area and also more broadly on issues related to gender and higher education in member countries as part of the EGHE network's activities, in order to produce policy briefings and to identify and develop further key areas for future collaboration (including a joint research bid). The network involves a collaborative partnership between academic colleagues with interdisciplinary expertise based in Rwanda, Uganda, and The Gambia; and at the University of Glasgow, UK, where the administration of the network will be undertaken. Finally the network will benefit from partnership with a prominent pan-African NGO working on issues relating to gender and education, with a key identified focus on STEM: the Forum for African Women Educationalists (FAWE).
Network Aims
Overall aim: To bring together academics with expertise and interests in gender and HE, and gender and STEM in the UK and in a range of African countries to benefit from mutual knowledge exchange.
Sub-aims:
To collaborate on activities that will expand/exchange knowledge on current issues of concern affecting women's participation and success at HE (as students/graduates and/or academic staff) in the countries involved (looking at issues in individual countries and also comparatively across countries)
To specifically look at the issue of women's participation in, experiences of, and success at a range of STEM subjects in the participating countries (again with national and comparative foci)
To encourage cross- and interdisciplinary collaborations (notably between educationalists, sociologists and STEM academics)
To develop the research capacity of ECRs in all participating countries
To provide strong research links that will form the basis for future collaborative research projects on these themes
Network Activities
The network will create impact in relation to policy and practice within and outside HE institutions, by engaging with policymakers, practitioners, and other stakeholders through a range of activities including two Scoping Exercises mapping the current literature and key issues in members' national contexts (one on the topic of Gender and STEM in HE and one identifying further areas of key concern). The findings of these exercises will be developed into accessible policy briefings, translated into French, which will be disseminated at a number of academic and stakeholder events including FAWE's triennial general meeting in Nairobi. Further network activities include an accessible website/social media presence; the production of a short film for the website; and academic outputs including a peer-reviewed journal paper and a collaborative research grant proposal.
The proposed network, Examining Gender in Higher Education (EGHE), draws together academics and activists to share and build knowledge and expertise on key areas of concern in gender and higher education (HE) comparatively across a range of African countries as well as the UK; and to build the foundations for sustained research that will address key issues of pressing concern in the field. One key area of concern has already been identified: participation and success of women students in STEM subjects. This is a crucial focus area in relation to the goals of gender equality and social justice, and directly supports key priorities of network member countries in terms of economic and infrastructural development.
Scoping work will be undertaken in this focus area and also more broadly on issues related to gender and higher education in member countries as part of the EGHE network's activities, in order to produce policy briefings and to identify and develop further key areas for future collaboration (including a joint research bid). The network involves a collaborative partnership between academic colleagues with interdisciplinary expertise based in Rwanda, Uganda, and The Gambia; and at the University of Glasgow, UK, where the administration of the network will be undertaken. Finally the network will benefit from partnership with a prominent pan-African NGO working on issues relating to gender and education, with a key identified focus on STEM: the Forum for African Women Educationalists (FAWE).
Network Aims
Overall aim: To bring together academics with expertise and interests in gender and HE, and gender and STEM in the UK and in a range of African countries to benefit from mutual knowledge exchange.
Sub-aims:
To collaborate on activities that will expand/exchange knowledge on current issues of concern affecting women's participation and success at HE (as students/graduates and/or academic staff) in the countries involved (looking at issues in individual countries and also comparatively across countries)
To specifically look at the issue of women's participation in, experiences of, and success at a range of STEM subjects in the participating countries (again with national and comparative foci)
To encourage cross- and interdisciplinary collaborations (notably between educationalists, sociologists and STEM academics)
To develop the research capacity of ECRs in all participating countries
To provide strong research links that will form the basis for future collaborative research projects on these themes
Network Activities
The network will create impact in relation to policy and practice within and outside HE institutions, by engaging with policymakers, practitioners, and other stakeholders through a range of activities including two Scoping Exercises mapping the current literature and key issues in members' national contexts (one on the topic of Gender and STEM in HE and one identifying further areas of key concern). The findings of these exercises will be developed into accessible policy briefings, translated into French, which will be disseminated at a number of academic and stakeholder events including FAWE's triennial general meeting in Nairobi. Further network activities include an accessible website/social media presence; the production of a short film for the website; and academic outputs including a peer-reviewed journal paper and a collaborative research grant proposal.
Planned Impact
The network involves a full partnership between academics in the Global North and South and non-academic 'users' of research, through the involvement of the Forum for African Women Educationalists (FAWE). FAWE is a pan-African non-governmental organisation (NGO) working in 33 countries. An influential organisation, FAWE members include ministers and deputy ministers of Education and other policymakers across a range of African countries; educationalists working in all sectors of education (including senior university officials); as well as independent researchers and activists in all areas of gender and education.
FAWE have been involved in the design of the network proposal and Director Hendrina Doroba is a research partner. FAWE will be fully involved in dissemination activities, most centrally in relation to hosting a network event at FAWE's triennial general meeting in Nairobi in 2017. FAWE members will also be integrally involved in the network's plans to develop policy briefings based on the network's two scoping exercises, and will contribute to other outputs such as academic papers and publicly accessible material for the network's website. Moreover, FAWE members will be involved in the design of future bids for research funding that are developed by network members.
A wide variety of educational 'user' groups and policy makers in relevant areas of gender and education, and gender and STEM, will be in attendance at FAWE's triennial general meeting in Nairobi and will be invited to the network event, as well as presented with interim findings of the scoping exercises. This will include: educational practitioners working directly with students in both compulsory and higher education and concerned with gender issues, including the participation and success of girls/women in STEM subjects; educational policymakers involved in relevant areas of education, STEM, gender and social justice, and activist NGOs and networks of practitioners/policymakers. These will include the African Network Campaign on Education for All (ANCEFFA); the Educational Research Network for West and Central Africa (ENWARCA); The African Union's Human Resources Science and Technology (HRST); the African Institute for Mathematical Sciences (AIMS); the Global e-Schools and Communities Initiative (GESCI). Finally the network's audience will likely include invited members from UNESCO's ICBA and private foundations such as Price WaterHouse Coopers and NCC Education (in relation to their initiatives concerning the Gender Gap in IT); MasterCard's scholarship program; and the Varkey Foundation.
In order to be of direct benefit to policy makers, practitioners and other 'stakeholders' in the areas of gender, higher education, and STEM, the two policy briefings (based on the scoping exercises) will be designed to be publicly accessible and with jargon-free language, identifying issues of clear relevance to policy-makers' concerns in these areas. They will be translated into French in order to reach a broader range of stakeholders across the African continent. Additionally, the network's website will also be designed to be as accessible as possible to a policymaker/stakeholder audience, and act as an information portal for knowledge relevant and useful for this audience.
Finally the website will benefit from associated social media usage (eg twitter) and the production of accessible materials such as a short film showcasing the work of the network, designed to appeal to a range of non-academic as well as academic stakeholders. This will include student usergroups, and we will be drawing on the expertise of the University of Glasgow's women engineering students' group, FemEng, in an advisory capacity. FemEng are an active student-led body who have recently undertaken a visit to Rwanda to promote the discipline to girls of school age in the country, and have made effective use of social media in relation to the visit (see https://femengrwanda.wordpress.com).
FAWE have been involved in the design of the network proposal and Director Hendrina Doroba is a research partner. FAWE will be fully involved in dissemination activities, most centrally in relation to hosting a network event at FAWE's triennial general meeting in Nairobi in 2017. FAWE members will also be integrally involved in the network's plans to develop policy briefings based on the network's two scoping exercises, and will contribute to other outputs such as academic papers and publicly accessible material for the network's website. Moreover, FAWE members will be involved in the design of future bids for research funding that are developed by network members.
A wide variety of educational 'user' groups and policy makers in relevant areas of gender and education, and gender and STEM, will be in attendance at FAWE's triennial general meeting in Nairobi and will be invited to the network event, as well as presented with interim findings of the scoping exercises. This will include: educational practitioners working directly with students in both compulsory and higher education and concerned with gender issues, including the participation and success of girls/women in STEM subjects; educational policymakers involved in relevant areas of education, STEM, gender and social justice, and activist NGOs and networks of practitioners/policymakers. These will include the African Network Campaign on Education for All (ANCEFFA); the Educational Research Network for West and Central Africa (ENWARCA); The African Union's Human Resources Science and Technology (HRST); the African Institute for Mathematical Sciences (AIMS); the Global e-Schools and Communities Initiative (GESCI). Finally the network's audience will likely include invited members from UNESCO's ICBA and private foundations such as Price WaterHouse Coopers and NCC Education (in relation to their initiatives concerning the Gender Gap in IT); MasterCard's scholarship program; and the Varkey Foundation.
In order to be of direct benefit to policy makers, practitioners and other 'stakeholders' in the areas of gender, higher education, and STEM, the two policy briefings (based on the scoping exercises) will be designed to be publicly accessible and with jargon-free language, identifying issues of clear relevance to policy-makers' concerns in these areas. They will be translated into French in order to reach a broader range of stakeholders across the African continent. Additionally, the network's website will also be designed to be as accessible as possible to a policymaker/stakeholder audience, and act as an information portal for knowledge relevant and useful for this audience.
Finally the website will benefit from associated social media usage (eg twitter) and the production of accessible materials such as a short film showcasing the work of the network, designed to appeal to a range of non-academic as well as academic stakeholders. This will include student usergroups, and we will be drawing on the expertise of the University of Glasgow's women engineering students' group, FemEng, in an advisory capacity. FemEng are an active student-led body who have recently undertaken a visit to Rwanda to promote the discipline to girls of school age in the country, and have made effective use of social media in relation to the visit (see https://femengrwanda.wordpress.com).
Publications
| Description | The key achievements of the Examining Gender in Higher Education Network relate to the work we have collectively achieved in our literature reviews/scoping exercises; in our collaborative bid for large grant funding; and in participating in a range of activities and events that have allowed us to build and strengthen our existing network to support continued collaboration in the future. Two literature reviews were conducted, which have resulted in two published policy briefings, entitled: • Gendered Patterns of HE Participation and Success: Initial Findings of the EGHE Network for Uganda, Kenya, Rwanda, The Gambia and the UK • Participating and Succeeding in STEM subjects, a Focus on Gender Dynamics: Initial Findings of the EGHE Network for Uganda, Kenya, Rwanda, The Gambia and the UK The reviews enabled the Network to make a range of recommendations including directions for future research. A particular gap was noted in relation to both quantitative and qualitative research on retention and progression. Key issues highlighted include: • An urgent need for disaggregated data in relation to gender, including STEM participation • Pressing need for more academic research and policy initiatives to explore and address disparity of experience relating to dominant gendered academic cultural practices. • This includes not only widespread issues of sexual harassment, but also more subtle ways in which curriculum, pedagogy, and the 'norms' of the lecturer-student relationship suggest a normative conception of the student (and lecturer) as male, without caring commitments and to be from more privileged socio-cultural backgrounds. • As with earlier sectors, an urgent need for disaggregated data in relation to gender and student progression and achievement in HE rather than just entry • A sharing of strategies (e.g. alternative networking and cooperative practices by women and, and with pro-feminist male academics) and ways to challenge discriminatory policies and practices in academia internationally • Ways in which to ensure the support of female students whilst at HE, particularly those from further under-represented groups (e.g. flexibility in terms of class hours for working women and those with childcare or other care commitments). Overall, we argue that further research (both quantitative and qualitative) is needed to understand the complexity of the gendered experience of different groups students across our review countries, and the implications for their future life chances, in order to facilitate policy-makers and practitioners concerned with addressing these areas of inequity. As part of our network activities we were able to collaborate on a large grant bid for funding to the Royal Academy's GCRF call, deadline Dec 2018. This bid focuses on conducting mixed methods research to gain detailed disaggregated data on students entering a range of STEM subjects in two universities in Uganda and Kenya, and to explore the potentially gendered reasons behind any patterns in relation to retention, progression, course transfer, dropout and graduation. After two successful network symposia at FAWE's biennial conference in Lusaka, Zambia, and at the CESE conference in Cyprus, team members are also collaborating on two academic articles and continue to explore other collaborative opportunities. |
| Exploitation Route | In order to be of direct benefit to academics, policy makers, practitioners and other 'stakeholders' in the areas of gender, higher education, and STEM, two policy briefings (based on the scoping exercises) have been designed to be publicly accessible and with jargon-free language, identifying issues of clear relevance to policy-makers' concerns in these areas. These have already been circulated across network member's academic, policymaker and practitioner networks, including that of our influential NGO, The pan-African Forum for African Women Educationalists. They include not only policy recommendations but a range of recommendations for further research to help address major gaps in the academic knowledge base, particularly for the sub-Saharan African countries included in the Network. These and additional material on our website (including a short accessible film showcasing the work of the network) has helped and will continue to help disseminate the work of the network not only to academics but more broadly to students and other stakeholders. Network members have been able to incorporate knowledge generated by the network into their research and consultancy work, including the development of educational training materials across Rwanda. Our collaborations on two academic articles will also help disseminate our work to an academic audience. |
| Sectors | Education |
| URL | http://www.eghe.org |
| Description | Firstly, through the activities outlined in the 'Influence on Policy, Practice, Patents & the Public' and 'Engagement Activities' sections, the knowledge generated by the network scoping reviews has contributed to the development of gender-sensitive teaching materials across Rwanda, university teacher-training initiatives, and engagement/outreach activities on the theme of encouraging interest in STEM conducted by university students in local schools. Secondly, through supporting the research capacity of academic network members in DAC-listed countries, (see for example specific impacts related to written publications, oral presentations, and engagement activities detailed in the 'Publications' 'Collaborations and Partnerships' and 'Engagements' sections) the network has begun to contribute to the development of academic scholarship in the member's universities and countries more broadly, indirectly supporting knowledge generation and exchange that are key drivers to sustainable economic growth. In addition, network findings contributed to the development of a guidance document within University of Rwanda designed to aid people in developing gender-sensitive bid proposals to SIDA. Results include a successful grant that has established PhD study opportunities at the university that prioritise female applicants. |
| First Year Of Impact | 2018 |
| Sector | Education |
| Impact Types | Cultural,Societal,Economic,Policy & public services |
| Description | Assessment for Gender Participation in Research & Training at University of Rwanda |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | Together with some colleagues at the Centre for Gender Studies at UR, Ms Jane Umutoni (EGHE network member) devised a document titled "Brief Assessment For Gender Participation In Research & Training At University Of Rwanda". In this document, we included and discussed the following: 1. Gendered academic situational analysis Numbers and academic ranks (females and males) - Very low numbers of females in both 2. Barriers to female participation in Research and research trainings • Organizational barriers • Socio-cultural barriers 3. Proposed Strategies and recommendations to counter the barriers The document was shared with heads of units across the university. Currently the University of Rwanda is in the process of renewing a 5 year funding partnership with SIDA (Swedish Cooperation) whose key focus will be Training and Research. Thus this document was aimed ensuring that all submitted proposals were gender sensitive. Based on Ms Umutoni's experience as a member of EGHE, the gender issues were always discussed. Ms Umutoni made sure the team integrated some of the shared/common barriers that always emerged in relation to gender. Update, September 2019: The University of Rwanda has renewed their funding partnership with SIDA, and one successful, gender-sensitive bid involves supporting a number of PhD opportunities that give priority to female applicants (previously, the application criteria was neutral and quite competitive). In addition, the guide has also inspired a further research study at the University of Rwanda. The UR Directorate of Research in collaboration with the Centre for Gender Studies commissioned a broader study as a continuation of the brief guide. The broader assessment was conducted between April and June 2019 under the title 'An assessment of factors influencing the low involvement of female academics in research activities at the University of Rwanda'. In this study, co-I Jane Umutoni was one of six researchers from different UR Colleges and Units. Data for this study was collected from across all 6 UR Campuses. As a result of the project findings Jane and colleagues proposed recommendations that will directly inform policy at the University of Rwanda as well as help in formulating new strategies aimed at promoting a gender responsive environment across UR Colleges, both socially and professionally. |
| Description | Gender Sensitive Training Materials for School Teachers across Rwanda |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | Enhancing Teacher Education in STEM through a linguistic lens: a cross curricula and transnational effort challenging gender stereotypes |
| Amount | £15,000 (GBP) |
| Organisation | British Council |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | 01/2022 |
| End | 07/2022 |
| Description | GCRF Small Grants Fund |
| Amount | £39,811 (GBP) |
| Organisation | Government of Scotland |
| Department | Scottish Funding Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 10/2017 |
| End | 03/2018 |
| Description | Gendered Journeys: the trajectories of STEM students and graduates through higher education and into employment, in multiple global south contexts |
| Amount | £1,157,068 (GBP) |
| Funding ID | ES/T005068/1 |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 02/2020 |
| End | 01/2023 |
| Description | PhD Intern Studentship - Social Media |
| Amount | £1,000 (GBP) |
| Organisation | University of Glasgow |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 11/2017 |
| End | 05/2018 |
| Description | Collaboration with Link Community Development |
| Organisation | Link Community Development |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | As a result of my work with the EGHE network I became part of a team of academics from the University of Glasgow who were named consultants on a bid submitted by Link Community Development to the Hewlett Trust, for evaluation work on a range of educational initiatives including gender and education initiatives in Uganda, Ethiopia and Malawi. This funding was successful and myself and the team at University of Glasgow were awarded two separate amounts of funding for two different projects. The first project was 'Preliminary Scoping and Evidence Review for LCD Edinburgh's project work in Uganda and Rwanda', which ran from 1st March 2020 to 22nd November 2020, for £6,013. The second project was 'Evidence Review and Meta-Evaluation for LCD Edinburgh's project work in Uganda and Rwanda' which ran from 1st March 2020 to 22nd November 2022, for £50, 245. |
| Collaborator Contribution | Link Community Development submitted the bid to Hewlett Packard. They jointly discussed with us the potential remit and role of the University of Glasgow in terms of evaluation consultancy for their initiatives as part of the bid. On successfully receiving funds from Hewlett Packard, Link engaged us to undertake a scoping and evidence review for LCD project work in Uganda and Rwanda, which was undertaken solely by myself (co-I) and two colleagues at University of Glasgow, Kristinn Hermannsson (PI) and Oscar Odena (co-I). We later solely undertook an Evidence Review and Meta-Evaluation of this project work in the same countries. |
| Impact | Link Community Development submitted a successful bid for funding to the Hewlett Foundation, December 2018. Hermannsson, K., Odena, O. and Read, B. (2019) Link Community Development Interventions in Ethiopia, Ghana, Malawi, Uganda and Rwanda: Review of Evidence 2008-2018 (Edinburgh: Link Community Development). https://eprints.gla.ac.uk/192774/ |
| Start Year | 2018 |
| Description | Review of a Training Module for the Association of Commonwealth Universities |
| Organisation | Association of Commonwealth Universities |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | The Association of Commonwealth Universities asked members of the network to review a Training Module entitled: "Ensuring Gender Equity and Equality in Science Research" Training Module. Dr Munthali and Dr Miheso-O'Connor worked on this for the ACU. |
| Collaborator Contribution | The module was developed for ACU by Professor Maithree Wickramasinghe. Evelina Vardanyau (Programme Officer) of ACU thanked us for valuable input and suggested engaging Dr Munthali and Dr Miheso-O'Connor in ACU future projects/assignments. |
| Impact | Internal Training Review Conducted for ACU. |
| Start Year | 2018 |
| Description | EGHE Network Twitter feed - @EGHENetwork |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | This Twitter account, embedded in the network's main webpage, allows for immediate updates and wider social connections with relevant users in academia and activist circles. The account has been active since May 2017 and currently has 359 followers. We posted updates on our dissemination actitivities so far (network conference presentation in Zambia in August 2017) and attendance at relevant events (e.g. SRHE conference Dec 2017), and are planning to publicise our findings and output activities once these have been published towards the end of the project. The twitter account has generated interested replies to relevant topics and we aim to maximise engagement with the findings once they have been disseminated. |
| Year(s) Of Engagement Activity | 2017,2018 |
| URL | https://twitter.com/eghenetwork |
| Description | EGHE Network Website |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This webpage has been designed to be as accessible as possible to a policymaker/stakeholder audience, and act as an information portal for knowledge relevant and useful for this audience. The website will benefit from associated social media usage via twitter and will host a short film showcasing the work of the network, designed to appeal to a range of non-academic as well as academic stakeholders. We have publicised the webpage in all dissemination activity so far, notably in our visit to the FAWE biannual conference in Zambia in August 2017, and the webpage has provided accessible information to interested parties who have asked for further information and/or to become associate members of the network. |
| Year(s) Of Engagement Activity | 2017,2018 |
| URL | http://www.eghe.org |
| Description | FAWE (Forum for African Women) Conference on Girls' Education in Africa |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A major activity of the network so far has been participation in the Conference For Girls' Education in Africa conference in Lusaka, Zambia, 21st August 2017, organised by our partner NGO, the Forum for African Women Educationalists. At the conference we presented a paper about the aims and initial findings of our scoping exercises; promoted the network via a 'market stall' at the exhibitor area of the conference; and supported the conference by acting as a sponsor, with our logo (and contact details) appearing in the conference programme materials, instantly promoting the network to a wide and diverse audience.The conference attracted 500 delegates from 33 countries, including a wide range of national government policymakers across a wide range of African countries. PI Dr. Barbara Read co-facilitated a parallel session entitled 'Repositioning the relevance of higher education in the world of work to achieve gender equality'. During the session, Barbara and network member Dr. Josephine Munthali delivered the network's presentation "Exploring gendered patterns of HE participation and success in STEM and beyond: initial findings from the network'. Karen Harron, Research Administrator, promoted the network from the EGHE exhibitor stand throughout the conference, along with academic network members. The stand provided an opportunity to open up discussion with new contacts, and we will be exploring these connections for future potential collaborative research activities. The conference was officially opened by the guest of honour Her Excellency, Mrs Esther Lungu, First Lady of the Republic of Zambia. The First Lady visited the network's 'market stall' , signed our information sheet, and conversed with network members. We also took the opportunity to host a one-day meeting of the EGHE Network prior to the conference. The meeting was very successful and involved early discussions on plans to submit a subsequent research proposal to expand the research that the Network has initiated. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://faweconference.wordpress.com/ |
| Description | Invited presentation - Gender, Space and Time in Higher Education Research |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | An invited presentation primarily for postgraduate students - exploring issues of researching gender, space and time in HE, from which I drew on the EGHE network and Gendered Journeys projects' concepts and findings. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Invited presentation - Gendered conceptions and representations of belonging in STEM study and practice |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | An invited presentation primarily for postgraduate students - exploring issues of belonging in STEM study in HE, from which I drew on the EGHE network and Gendered Journeys projects' concepts and findings. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Invited presentation at University of Leicester |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | I was invited by the Institute of Advanced Studies, University of Leicester, to give a presentation on setting up a GCRF research network with African partner academics and activists, on 19th June 2018. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Involvement in FEMENG Rwanda 2018 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | Ms Jane Umutoni (network member) became a board member for FEMENG Rwanda, a group established by and for female engineering students at the University of Rwanda, partnering with a similar group at the University of Glasgow. She was involved in supporting the 2018 visit of the Glasgow group to Rwanda, where both groups of students conducted a range of activities, including visiting a total of 8 schools in the country to promote both male and female students' interest and engagement in Engineering. The 2018 groups estimate they reached approximately 1,300 students in Rwandan schools during the visit (see https://femengrwanda.wordpress.com/ ). For her work in supporting FEMENG 2018, Ms Umutoni was awarded a certificate by the Vice Chancellor of the University of Rwanda, and will continue to be fully involved in future activities and events with FEMENG. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Keynote presentation - Mapping Students' Gendered Journeys in STEM Subjects in India, Rwanda and the UK |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The title of the keynote was 'Mapping Students' Gendered Journeys in STEM Subjects in India, Rwanda and the UK: Issues and Challenges'. Myself and audience shared knowledge relating to conducting research and student engagement/outreach in this area. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Keynote presentation - Precarity and Authoring Gendered Knowledges in the Academy |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Title of the presentation: Precarity and Authoring Gendered Knowledges in the Academy. Keynote presentation for launch event of the journal Access: Critical Explorations of Equity in Higher Education. Sparked a lot of inspiring debate around precarious labour in HE and how this affects women (and men) wishing to enter the HE academic workforce in STEM, despite some financial/reputational advantages some STEM fields have. Audience involved HE practitioners (a key user audience for this proje |
| Year(s) Of Engagement Activity | 2021 |
| Description | Presentation at Digital Literacies Conference 2019 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Presentation entitled Exploring Gendered Patterns of HE Participation and Success in STEM and Beyond: findings from the Examining Gender in Higher Education (EGHE) Network. - This was for the Workers By Self-Design network event: Digital Literacies and Women's Changing Roles in Unstable Environments, Hilton Grosvenor Hotel, Glasgow, 12th March 2019. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Presentation for GEA Virtual Series Nov 22 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Myself, Jane Umutoni (co-I) and Daniel Leyton (RA) were invited to present findings from the Gendered Journeys project as part of a virtual event entitled Gender Underrepresentation in STEM: Perspectives from Across the Globe, held on 16th November 2022, part of the Gender and Education Association Virtual Seminar Series. There was a high level of engagement with the findings and discussion of ideas with attendees. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.eventbrite.co.uk/e/gender-underrepresentation-in-stem-perspectives-from-across-the-globe... |