Examinando por Autor "Campanini Vilhena, Fernanda"

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    Evaluación de la presencia del "academic housework" en el sistema universitario: estudios de caso: Universidad de Cantabria y Universidad de Deusto
    (Dykinson, 2024) Romero Gutiérrez, Lorea; Ezquerecocha Díez, Marta; Campanini Vilhena, Fernanda; Silvestre Cabrera, María
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    The impact of the COVID-19 pandemic on institutional change processes and the collective capabilities of higher education and research institutions
    (Universidad Autónoma de Barcelona = Universitat Autònoma de Barcelona, Servicio de Publicaciones = Servei de Publicacions, Departament de Sociologia, 2023-05-03) Campanini Vilhena, Fernanda; López Belloso, María ; Mergaert, Lut
    The COVID-19 pandemic and the public policies adopted to cope with the ensuing crisis had a significant impact on higher education and research institutions, and this captured the attention of numerous scholars. However, most of the analyses, especially those adopting a gender perspective, have focused on the impact of the pandemic on women as individuals (individual capabilities), while little attention has been paid to the impact on institutions and processes of structural change (collective capabilities). The capabilities approach (CA) is useful for analysing gender inequalities in higher education, and has also been used to examine the impact of the crisis on certain groups and situations. Based on the adaptation of this approach by Robeyns (2003) and Baser and Morgan (2008) to emphasise the importance of collective capabilities for individuals, institutions and society at large, this paper examines the institutional impact of the pandemic by drawing from the experiences of the six institutions in the GEARING-Roles project implementing gender equality plans (GEPs). To this end, we combine desk research of secondary sources with qualitative analysis of in-depth interviews with representatives of the GEP implementers and observations of project meetings carried out between April 2020 and June 2022. Our findings indicate a considerable impact on the collective capabilities of the change agents in the participating institutions, which stem mainly from a lack of institutional commitment to the gender equality agenda, mobility restrictions and limited social relations. However, some positive elements also emerge, such as the teams’ exceptional capacity to adapt to adverse circumstances.
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    Participatory strategies to integrate gender+ into teaching and research
    (Academic Conferences and Publishing International Limited, 2024-04-18) Campanini Vilhena, Fernanda; Bencivenga, Rita; López Belloso, María; Taramasso, Angela Celeste; Leone, Cinzia
    This article explores the use of participatory approaches to promote gender equality in academia, focusing on initiatives implemented in two universities. First, we look at the experience of the University of Deusto (Spain) in developing a handbook to integrate a gender perspective into teaching and research practises through an equality, diversity and inclusion lens (EDI). This initiative, carried out as part of the university’s Gender Equality Plan, featured active involvement from scholars representing the faculties of Law, Psychology, Social Sciences and Humanities, Engineering, Business, and Theology, as well as the university’s Social Responsibility Unit. It serves as a valuable example of how participatory strategies can effectively engage a wide array of institutional stakeholders in change-oriented actions. Promoting increased participation fosters a sense of ownership of the process and outcomes among stakeholders and strengthens institutional recognition. Second, we analyse the introduction of a "gender+-responsive curriculum" developed at the University of Genoa (Italy), as part of the university’s Gender Equality Plan. This initiative seeks to promote inclusion across all disciplinary subjects by incorporating current research that examines subject matters through the lens EDI, where relevant. The pilot implementation was undertaken in an undergraduate course focused on hydraulic engineering and hydrology, drawing guidance from various resources, including academic publications and EU-funded project reports. This initiative highlights the practical implications and challenges associated with interventions aiming to challenge conventional teaching and research norms from an EDI perspective, particularly in STEM fields. By exploring the experiences, obstacles and solutions associated with a gender+-responsive curriculum, we broaden our understanding of academia’s potential to advance gender equality, diversity, and inclusion. In examining the two experiences, we emphasise the theoretical underpinnings that underscore the importance of participatory approaches for promoting meaningful and enduring changes in academic institutions. Additionally, we highlight the ongoing challenges associated with implementing such changes and offer initial insights into potential strategies for overcoming these obstacles. Our goal is to ensure that gender and other intersecting diversity factors are not relegated to the edges of institutional priorities, but are instead mainstreamed into wider institutional practices.
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    Planes de igualdad como herramientas de innovación social: transversalidad de la perspectiva de género y programas de mentorazgo
    (Universidad Iberoamericana Puebla, 2023) Silvestre Cabrera, María; Tarragona Fenosa, Laia ; Campanini Vilhena, Fernanda ; García Muñoz, Irene
    En este artículo se concentran algunas acciones exitosas del III Plan de Igualdad de la Universidad de Deusto (País Vasco, España) como ejemplos de innovación social y mecanismos de transformación institucional. El trabajo presenta el proceso de diseño y elaboración del Plan y la incidencia que en él tuvo la concesión y puesta en marcha del proyecto europeo H2020 Gender Equality Actions in Research Institutions to Transform Gender Roles (gearing-Roles). Se han seleccionado como ejemplos destacados dos acciones del plan: la Guía para la introducción de la perspectiva de género en docencia e investigación y el programa de mentorazgo FELISE, dirigido a jóvenes investigadoras. Asimismo, en el artículo se reflexiona sobre algunos de los retos que el plan tuvo que afrontar y cómo se resolvieron; en concreto, se exponen las herramientas para la detección y superación de las resistencias formales e informales, así como la experiencia del Humorarium como mecanismo de afrontamiento.
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    Promoting gendered structural change in leadership in higher education: the interaction between formal and informal rules
    (Editorial Complutense, Universidad Complutense de Madrid, 2021-06) Campanini Vilhena, Fernanda; Pizarro Pérez, Jon
    In the higher education and research sector, efforts have been employed in diverse countries to bring about gendered structural change, and most strategies pursue such a goal through the implementation of formal changes in its structures and policies. Leaning on the feminist institutionalism theory, the aim of this article is to discuss the importance of understanding how the formal and the informal institutional norms interact between each other in initiatives seeking gender equality in leadership and decision-making in the specific context of higher education institutions. Methodology. A qualitative approach has been followed. Interviews with members of the Board of Directors of a higher education and research institution in northern Spain have been conducted and analysed, aiming at identifying the barriers to the access of women to leadership positions and possible measures to overcome them. Results. The analysis confirmed the impact caused by the gendered dynamics present at both individual and institutional levels to GE initiatives. While the importance of formal institutional commitments to gender equality has been recognised, the analysis recalls the attention to the fact that informal settings shape the applicability of formal policies, with continuous references to the traditionally unequal distribution of power and attribution of value to women and men. Discussion and added value. Although much theoretical knowledge has been produced in the field of gender and institutions, especially concerning the gendered bases of institutions, the field still lacks within-process studies on the aspects influencing the obtained outcomes of developed initiatives pursuing gender equality in institutional leadership. The study developed in this paper allows for replication in different contexts, hence contributing to the refinement of the existing knowledge on the dynamics of change in gender-oriented initiatives.
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    Reaching a senior position in ICT: strategies and actions by companies to promote equality and diversity
    (Dykinson, 2024) Bencivenga, Rita; Campanini Vilhena, Fernanda