Even though increasing attention has been given to improving gender equality, research still shows a pronounced under representation of women in higher education. Despite progress over the last few decades, women tend to “disappear” as we progress from lower to higher levels in scientific careers, creating a “leaky pipeline.”
Gender equality is important as it contributes to diversity, excellence and quality of the work results, especially because of the increased responsiveness it brings to social and societal challenges that are a shared responsibility between women and men. Making use of all talents and creating equal opportunities for men and women is not only a matter of fairness, but it is also an issue of economic efficiency. Embracing gender equality will contribute to competitiveness, growth and job creation – not only for HEIs and companies, but also for the broader European market.
While based on research and experience of P2 (IEDC), increasingly more HEIs have designed and accepted Gender Equality Plans (GEPs) or similar strategic documents, there is still a large issue of ability and capacity for implementation of such plans which leads to a situation of status quo and no significant progress toward reduction of gender inequalities. Accreditation institutions are in a unique position to help HEIs address the gender gap by supporting quality and quality assurance practices. However, based on previous research done by P1 (CEEMAN) and P2 (IEDC), as well as experience of P3, P4, and P5 when undergoing accreditation, there is an issue of accreditations to “move beyond numbers.” This leads to a failure to understand the issues of culture, intersectionality, tradition, daily practices, religion and various nuances of gender equality.
Lack of understanding of particular contexts and complexities is exacerbated by the fact that the schools and their staff are not sufficiently trained and equipped to tackle the gender issues and implement even existing gender equality plans. Our challenge is to reduce the gap in higher education – management and business schools particularly and contribute to a higher level of broadly equal opportunities and outcomes for women and men by means of sustainable cultural and institutional change.
The project has produced three key deliverables aimed at fostering gender equality within higher education institutions and accreditation bodies.
These documents provide a comprehensive suite of resources, ranging from an in-depth analysis of the current landscape to practical guidelines for implementation and accreditation.
The first key deliverable is the Report on Gender Equality in Business Schools and Accreditation. This report serves as an analytical foundation, interrogating the current state of gender equality within business schools and examining the role of accreditation processes in contributing to or hindering this equality. Developed within the framework of the EQUATION project’s Work Package 2 (WP2), the report synthesizes insights gathered through a methodical evaluation of accreditation bodies’ standards, comprehensive interviews, and surveys across the project consortium. This analysis encompasses diverse perspectives on gender-related issues within the academic sphere. The report provides an evidence-based understanding of the challenges and opportunities for advancing gender parity in higher education leadership and across institutions. Specific country chapters, such as those focusing on Poland by WSB University and Vistula University, offer in-depth looks at the current state of gender equality within their respective national academic sectors, considering institutional characteristics, economic contexts, and relevant legislation.
The second key deliverable is the Guidelines for Accreditation Institutions in Gender Equality. Developed within Work Package 4 (WP4) of the EQUATION project, these guidelines offer a specific set of criteria and a framework to ensure that gender equality is fully integrated into the conception, design, and implementation of accreditation processes for Higher Education Institutions (HEIs) and Business Schools (BSCs). These guidelines examine the role of Accreditation Agencies in promoting Gender Equality (GE), providing an analysis of the current state of GE integration within accreditation systems based on interviews and empirical assessments. They propose a structured, theory-driven introduction to GE criteria, define key concepts, and outline actionable steps that accreditation bodies can adapt to enhance GE implementation, aligning with sustainable development goals and the European Sustainability Reporting Standards (ESRS). The guidelines also include a Learning, Training, and Teaching (LTT) Program designed for Accreditation Evaluators to better equip them to recognize and address gender gaps in institutions. A pilot case study on CEEMAN’s approach to integrating GE criteria offers a practical example of the framework’s application.
The third key deliverable is the Guidelines on Gender Equality Implementation Plan. These guidelines, developed under Work Package 3 (WP3), provide a hands-on action plan template for Higher Education and Research Institutions (HIED) to enhance the impact of their existing Gender Equality Plans (GEPs). The document offers a systematic approach to assessing an existing gender equality strategy, with the objective of extending its impact and identifying potential structural modifications. It emphasizes the importance of context-based tailored plans that consider the diverse legal, political, cultural, and academic landscapes in which institutions operate. The guidelines incorporate the Impact Drivers Model as a benchmarking framework for institutions to evaluate their progress in embedding gender equality. They provide recommendations for strengthening GEP implementation by focusing on process-related factors like publication and endorsement, dedicated resources, monitoring and reporting, and training and capacity building, as well as content-related areas such as recruitment and career progression, integration of the gender dimension into research and teaching, and measures against gender-based violence. The GEIP template offers a practical tool for institutions to move from abstract commitments to tangible implementation by setting clear operational steps, defining measurable outcomes, and fostering accountability.
Frequently Asked Questions on Gender Equality in Academia and Accreditation
Q1: What are the key areas of focus when assessing gender equality within academic institutions in Poland, Latvia, and Slovenia, according to the provided sources?
The assessment of gender equality in academic institutions across Poland, Latvia, and Slovenia encompasses several critical dimensions. These include: institutional characteristics, such as the presence and implementation of gender equality plans, the composition of staff and student bodies (gender balance), and the commitment of leadership to gender equality; economic situation, examining gender pay gaps, the division of unpaid work, and societal views on gender roles; national and local legislation and policies, analyzing the legal frameworks for gender equality and the effectiveness of their enforcement; and specifically gender equality in academia, which looks at the representation of women in academic decision-making, their participation in different fields of study, and their progression through academic ranks. The cross-country analysis further compares the Gender Equality Index scores and the pace of progress in these nations relative to the EU average.
Q2: How do Poland, Latvia, and Slovenia compare in terms of their Gender Equality Index scores and progress according to the European Institute for Gender Equality?
In 2023, Slovenia had a Gender Equality Index of 69.4, Latvia 61.5, and Poland 61.9, compared to the EU average of 70.2. Slovenia is categorized as a “flattening” country, meaning its gender equality levels are higher than the EU average, but its progress has been slower. In contrast, Latvia and Poland are among the countries with a “slower pace,” indicating that while they have improved their scores, they remain significantly lower than the EU average, and their progress is also slower, leading to a widening disparity over time.
Q3: What are some of the main challenges related to gender equality observed in the academic and broader labor markets of Poland and Latvia?
Both Poland and Latvia face significant challenges in achieving gender equality. In Poland, there is a notable gender disparity in the allocation of unpaid work, and traditional views regarding women’s roles can limit their labor force participation. While legal frameworks for gender equality exist, their enforcement and impact on issues like wage gaps and leadership representation remain challenging. In Latvia, despite a commitment to integrating gender equality across sectors and constitutional provisions against discrimination, challenges persist, particularly regarding gender segregation in educational and vocational choices, as well as gender wage disparities in the labor market. Latvia also ranks low in the “Knowledge” domain of the Gender Equality Index due to significant gender gaps in fields of study.
Q4: How are universities in the studied countries, such as WSB University, Vistula University, and Riga Technical University, addressing gender equality within their institutions?
Several universities are proactively addressing gender equality. Riga Technical University was the first in Latvia to incorporate a Gender Equality Plan (GEP) into its constitution and monitors gender balance. WSB University emphasizes gender balance in leadership positions, nomination and promotion practices that consider gender diversity, and implements principles of equality in various academic activities. Vistula University is committed to promoting balanced gender participation through recruitment processes focused on merit and skills, ensuring equal opportunities, and has established mechanisms like an Ombudsman for Equal Treatment. These institutions often conduct analyses of their gender equality situation to inform their action plans.
Q5: What role do national legislation and policies play in promoting gender equality in Poland, Latvia, and Slovenia? What are some examples of these measures?
National legislation and policies aim to establish a framework for gender equality in all three countries. Latvia has a constitutional emphasis on equal rights and opportunities, an integrated approach to gender equality across all policy sectors coordinated by the Ministry of Welfare, and has joined international human rights and gender equality documents. Poland has legal frameworks for gender equality, although challenges in enforcement are noted. Slovenia has a robust legal foundation in its constitution guaranteeing equal human rights, the Equal Opportunities for Women and Men Act mandating gender balance in various governmental bodies, and national programs for equal opportunities. They also have an Advocate of the Principle of Equality, an independent body addressing all forms of discrimination, including gender.
Q6: How does gender segregation manifest in higher education studies and career paths in Latvia, and what are some contributing factors?
Gender segregation in Latvian higher education is evident in the disproportionate representation of women in fields like health and welfare, and social sciences, business, and law, while men dominate science, mathematics, computing, and engineering, manufacturing, and construction. This horizontal segregation extends to vertical segregation within academia, where the proportion of women decreases at higher academic ranks. Contributing factors may include societal norms, traditional gender roles influencing career aspirations, and the potential impact of peer gender on students’ major choices. Studies suggest that women might be less inclined towards profit-oriented fields and influenced by the gender composition of their peers in selecting majors.
Q7: What are Gender Equality Plans (GEPs) and why are they considered important for academic institutions?
Gender Equality Plans (GEPs) are formal documents that outline an institution’s commitment and strategies for promoting gender equality within its operations. They typically include actions to prevent preferential treatment, remove barriers to equal access, monitor progress, and conduct systematic analyses of the gender equality situation to inform future actions. GEPs are important because they provide a structured framework for addressing gender imbalances and discrimination, fostering inclusive environments, and ensuring equal opportunities for all staff and students. They also demonstrate an institution’s commitment to societal values and can be a criterion in accreditation processes.
Q8: How can accreditation institutions incorporate gender equality into their assessment processes, according to the guidelines provided?
Accreditation institutions can integrate gender equality into their assessments by including specific gender equality criteria within their standards. This involves both an internal QA, where the accreditation agency itself demonstrates a commitment to gender equality, and external QA, where they assess gender equality within the institutions being accredited. Guidelines suggest a framework for introducing gender equality in accreditation, potentially drawing on existing sustainability reporting standards and considering the impacts, risks, and opportunities related to gender equality. This may involve evaluating an institution’s gender equality plan, its implementation, monitoring mechanisms, and the presence of policies addressing issues like discrimination, harassment, and gender balance in various aspects of the institution.