DeustoTeka Examinando por Autor "Campanini Vilhena, Fernanda"

Examinando por Autor "Campanini Vilhena, Fernanda"

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The complexity of defining institutional change in academia
(Cogitatio, 2025-06-12) Campanini Vilhena, Fernanda; López Belloso, María; Silvestre Cabrera, María
In recent decades, the European research and innovation landscape has shifted from addressing gender inequality by focusing on “fixing women” to prioritising “fixing the institution,” with gender equality plans (GEPs) as the primary tool for transformation. While policies have spurred initiatives across EU member states and associated countries, progress remains uneven. Existing studies often attribute the gap between policy intentions and outcomes to GEP implementation issues. This article argues, however, that the complexity of framing institutional change strategies during GEP planning and design contributes equally to this policy–practice gap. Drawing on feminist institutionalism and complexity theories, this article examines how different stakeholders receive, interpret, and reshape policy ideas surrounding institutional change. It interrogates whether there is a shared definition of institutional change among those responsible for planning and implementing GEPs and discusses the (in)consistencies in the assessment of concrete initiatives as institutional change. Empirical data derive from a case study of six European institutions implementing GEPs under the Horizon 2020 project GEARING‐Roles, complemented by interviews with representatives from other 7th Framework Programme and Horizon 2020 GEP‐implementing projects. The findings reveal significant ambiguity in how institutional change is interpreted and translated into actions, with this ambiguity manifesting both among GEP implementers and the European Commission. We conclude that clearer guidelines and more consistent assessments are necessary, alongside theory‐based and practice‐oriented definitions of institutional change, which we propose as an attempt to address this gap.
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
Gender equality plans and institutional change: pathways for substantial and sustainable outcomes
(Universidad de Deusto, 2025-01-09) Campanini Vilhena, Fernanda; Silvestre Cabrera, María; López Belloso, María; Facultad de Ciencias Sociales y Humanas
In recent decades, the structural change approach has become central to addressing gender inequality in European Research and Innovation (R&I) policies. Through FP7 and Horizon 2020, the European Commission funded Gender Equality Plans (GEPs) in Research Performing and Funding Organisations. More recently, under Horizon Europe (2021-2027), GEPs have become mandatory for institutions seeking funding. Despite these efforts, progress in achieving gender equality remains uneven and slow, as noted in reports such as She Figures 2021 and scholarly analyses. This thesis explores barriers and opportunities to progress by analysing institutional change as a process, examining whether there is a shared understanding of the goal among stakeholders, identifying facilitators and barriers to GEP implementation, and evaluating factors affecting the sustainability of institutional changes in the long haul. Grounded in gender studies, organisational studies, and political science theories, particularly Feminist Institutionalism (FI), it explores the interplay of formal and informal rules, structure and agency dynamics, and the role of power, resistance, and strategic actions in institutional transformation. The research centres on the GEARING-Roles project, a Horizon 2020-funded initiative implementing GEPs in six European academic institutions, and includes additional data from other FP7 and Horizon 2020 GEP-implementing projects. Using documentary analysis, semi-structured interviews, and participant observation, findings show institutional change as a complex, non-linear process shaped by interconnected factors such as organisational culture, stakeholder engagement, and broader contextual elements. Key barriers to the effective implementation of GEPs include inconsistent interpretations of institutional change among stakeholders, subtle resistance rooted in institutional norms, and persistent gendered hierarchies. In turn, success is found to rely on the alignment of structural, agency, processual, and transversal factors, as well as multi-level support from institutional, national, and European governance.
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.
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.
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.
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.
Reaching a senior position in ICT: strategies and actions by companies to promote equality and diversity
(Dykinson, 2024) Bencivenga, Rita; Campanini Vilhena, Fernanda

Examinando por Autor "Campanini Vilhena, Fernanda"

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