@conference {4099, title = {Gender In/Equality in men wor(l)d{\textquoteright}s: Perceptions on the construction of a gender equal and inclusive Portuguese University}, booktitle = {3rd International Conference on Gender Research }, year = {2020}, month = {16-17 July 2020}, publisher = {ACPI Ltd. }, organization = {ACPI Ltd. }, address = {Online Conference}, abstract = {

Based in a H2020 funded project and on theoretical contributions of the feminist institutional perspective, this paper provides a comparative view between men and women on the identified values, practices and behaviours needed to the institutionalisation and promotion of gender equal and inclusive higher education institutions (HEI). This theoretical perspective grounds our comparative analysis, supported by 22 interviews with institutional key-actors: 15 men and 7 women. Being our sample constituted by both male and female interviewees of a Portuguese university can be seen as an innovative approach due to two complementary reasons. First, Portuguese HEI clearly exemplify women representation in academia, considering their significant presence and rapid growth in HEI: as the system expanded and democratised, it also became more feminised, although women are still underrepresented in top-management and leading positions, contributing to perpetuate the vertical segregation phenomenon. Second, gender issues on (Portuguese) HEI are usually approached by women, with men having a peripheral role. Towards this background, we are interested in understanding how both sexes envisage gender equality in their working place (the academia) and even to depict how men perceive their role in the construction of gender-balanced and inclusive HEI. Data analysis reveals not only differences but also similarities between men and women perceptions of the values, practices and behaviours needed to the institutionalisation and promotion of a gender equal and inclusive institution. There is a common trend to consider universities as gender neutral and to attribute the responsibility for changes to the political, social and/or cultural systems, which results from a common symbolic realm of meaning-making common to women and men. However, it is more common to find women manifesting a more positive perspective to affirmative actions at the university. Thus, one can say that women situation can justify their greater assumption of an agency perspective on institutional change.

}, keywords = {(in)equality, feminist institutional perspective, Gender, higher education, Portugal, universities}, isbn = {978-1-912764-56-3}, author = {Carina Jord{\~a}o and Teresa Carvalho and Sara Diogo and Z{\'e}lia Breda} } @article {4071, title = {The impact of international mobility as experienced by Spanish academics}, journal = {European Journal of Higher Education}, volume = {8}, year = {2017}, pages = {83{\textendash}98}, abstract = {

The objective of this research is to explore the experiences of the first generations of Spanish academics that carried out research stays in foreign institutions. The analysis of 30 semi-structured interviews shows the interviewees{\textquoteright} evaluation of their stay abroad, the impact that this had on their academic career and how the return to the home institution was a complex process of adaptation. It is an exploratory research which attempts to contribute to current debates about international mobility of academic staff. While it confirms that generally speaking mobility is perceived as positive there are negative aspects related to academics{\textquoteright} (re)integration related to cultural specificities and of the maturity of the scientific system.

}, keywords = {Gender, higher education, international mobility}, doi = {https://doi.org/10.1080/21568235.2017.1388187}, url = {https://www.tandfonline.com/doi/full/10.1080/21568235.2017.1388187}, author = {Tamar Groves and Estrella Montes L{\'o}pez and Teresa Carvalho} } @article {4078, title = {The experiences of senior positional leaders in Australian, Irish and Portuguese universities: universal or contingent?}, journal = {Higher Education Research and Development}, volume = {33}, year = {2014}, month = {31 Jan 2014}, pages = {5-18}, chapter = {5}, abstract = {

This article is concerned with the extent to which the leadership of higher education is a universally positive or contingent experience. It draws on comparative data from semi-structured interviews with those in senior leadership positions in public universities in Australia, Ireland and Portugal, countries which are differently located on the collegial/managerial continuum. It looks at their perceptions of the advantages/disadvantages of these positions. Universal trends emerge, arising from difficulties created by the shortage of resources consequent on neo-liberalist pressures; from the non-viability of a managerialist discourse as a source of meaning; from the positive character of the university as a knowledge-generating organisation; and from the gendered satisfactions derived by men and women from occupying these senior leadership positions. Contingent trends include the tension between academic and managerial roles, which is strongest in the Portuguese collegial structures; while the negative impact on personal well-being is most apparent among the Australian respondents in the most managerialist structure. The paper concludes that assumptions that senior leadership positions are universally positive is not supported. It suggests that the attractiveness of these positions {\textendash} contested in a collegial structure {\textendash} may be further reduced in increasingly managerialist contexts, with the challenge of diversity, so important to innovation and economic growth, being particularly acute.

}, keywords = {contingent, Gender, leaders, universal, universities}, doi = {https://doi.org/10.1080/07294360.2013.864608}, url = {https://www.tandfonline.com/doi/full/10.1080/07294360.2013.864608}, author = {Pat O{\textquoteright}Connor and Teresa Carvalho and Kate White} } @article {4076, title = {Different or similar: constructions of leadership by senior managers in Irish and Portuguese universities}, journal = {Studies in Higher Education}, volume = {40}, year = {2014}, month = {04 Jun 2014}, pages = {1679-1693}, chapter = {1679}, abstract = {

Despite over 60 years of research on leadership, few attempts have been made to ensure that the models of leadership are inclusive of women or other {\textquoteleft}outsiders{\textquoteright}. This paper explores variation in the constructions of leadership at a time of institutional change in higher education. Drawing on a purposive sample, including those at presidential/rector, vice presidential/vice rector level in Irish and Portuguese universities, it compares and contrasts such senior managers{\textquoteright} conceptions of leadership, as reflected in their descriptions of a typical president/rector and those characteristics that they see as valued in senior management in their own university. Attention is particularly focussed on the identification and gendering of collegial/managerial characteristics, and the extent to which it reflects variation in these university contexts.

}, keywords = {Gender, higher education, Ireland, leadership, Portugal}, doi = {https://doi.org/10.1080/03075079.2014.914909 }, url = {https://www.tandfonline.com/doi/full/10.1080/03075079.2014.914909}, author = {Pat O{\textquoteright}Connor and Teresa Carvalho} } @article {4081, title = {Gender, power and managerialism in universities}, journal = {Journal of Higher Education Policy and Management}, volume = {33}, year = {2011}, month = {03 Mar 2011}, pages = {179-188}, chapter = {179}, abstract = {

This article explores the role of senior managers in consolidating and interpreting new managerialism in higher education in Australia, South Africa and Portugal, and perceptions of potential effects on gender. The impact of managerialism on decision-making in Australia was increased centralisation with the Vice Chancellor operating as a Chief Executive Officer; in South Africa tension existed between collegial and managerial models evident in power struggles between Vice Chancellors and faculties, plus overt risk and strong political considerations; while in Portugal decision making remained collegial with Rectors seeing themselves as\ primus inter pares\ (first among equals). The major finding was that while women as senior managers had an increased capacity to impact on decision-making in managerial universities, mainly related to {\textquoteleft}soft{\textquoteright} management skills, these were not valued in a competitive management culture strongly focused on research output. Thus managerialism presents a great challenge for women in senior management in higher education.

}, keywords = {Gender, Management, Managerialism}, doi = {https://doi.org/10.1080/1360080X.2011.559631}, url = {https://www.tandfonline.com/doi/full/10.1080/1360080X.2011.559631}, author = {Kate White and Teresa Carvalho and Sarah Riordan} }