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Permanent URI for this collectionhttps://gupea-staging.ub.gu.se/handle/2077/68477

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Addressing Gender-Based Violence through the ERA Policy Framework: A Systemic Solution to Dilemmas and Contestations for Institutions
(International Journal of Higher Education, 2024) Bondestam, Fredrik
The consequences of gender-based violence in academic cultures are severe for individuals, the study and work climate, and for the quality of research and education. EU and national policy frameworks are developed since long, guiding academic institutions work on ending violence and abuse in the European Research Area (ERA). In this article, a critique and solution to specific dilemmas and contestations immanent in transforming ERA wide policy development into effective actions on the institutional level are presented. The analysis and policy input builds on extensive knowledge from long-term gender mainstreaming programs in national contexts, thorough experience from working amidst a research political landscape with conflicting academic, political, and bureaucratic paradigms, and research-based knowledge on policy development on gender-based violence. A core contribution from the article is the development of a generic, intermediating, and systemic institutional framework for implementation, acknowledging both the ERA policy developments and the day-to-day challenges on the institutional level, from the viewpoint of succeeding in ending gender-based violence in all ERA institutions. Also, a model for monitoring and evaluation of progress on the institutional level is proposed, accompanied by assessment criteria and a set of well-defined indicators. The proposed institutional framework can serve as an important step forward, in a collaborative effort among ERA stakeholders, and serve as inspiration for global academic institutions and national contexts to foster progress on the endemic of gender-based violence permeating academic communities.
Framgångsrik forskning? Kritiska perspektiv på forskningens villkor
(Nationella sekretariatet för genusforskning, 2016) Widegren, Kajsa; Sand, Jimmy
Sverige är ett av de länder i världen som satsar mest offentliga medel på forskning. Forskning och samhällsutveckling är tätt sammanlänkade med varandra; samhället behöver ny kunskap och nya perspektiv på redan etablerad kunskap. Samtidigt ser vi en ökande kommersialisering av akademin, där allt större del av forskarnas tid läggs på uppföljning, utvärdering och att ansöka om externa medel, och därmed mindre tid på att faktiskt utföra forskning, eller delta i att forskningens resultat kommer samhället till godo.
Policy Tensions Between Discourses on Internationalisation and Gender in Swedish Higher Education
(Higher Educ Policy, Springer Nature, 2025-01-16) Simonsson, Angelica; Angervall, Petra
One emphasised discourse in Swedish higher education policy is internationalisation, which is in line with EU recommendations to ensure a sustainable knowledge system. This knowledge system, perhaps especially in Sweden, also emphasises the importance of gender equity. In this study, we are interested in the recontextualisation between discourses of internationalisation and gender in Swedish higher education (HE) at both national and local levels. We use critical discourse analysis to examine two different examples: (1) discourses in national HE policy, and, (2) discourses at a Swedish university and one of its departments. Overall, we find that government discourses on HE are recontextualised in ways that support national, standardised interests rather than local university needs. Although these discourses emphasise the importance of both internationalisation and gender through articulations of mobility, sustainability and equity, there are strong individualistic aspirations in line with a meritocratic system. These patterns are even more pronounced at the local university level, where these discourses join to promote certain successful departments and academic subjects. In conclusion, the findings illustrate how the recontextualisation between internationalisation and gender discourses legitimises the prevailing gender divide — not the other way around — but also that this recontextualisation can create tensions and changes.
Rethinking Institutional Responses to Gender-Based Violence in Academia as Forms of Care in the Nordic Context
(Open Gender Journal, 2024) Simonsson, Angelica; Steinþórsdóttir, Finnborg Salome; Husu, Liisa; Ovesen, Nicole
This article explores institutional responses to gender-based violence (GBV) in three Nordic higher education institutions (HEIs) through the concept of institutional care processes (Tronto 2013). The care fra-mework provides insights into the challenges and opportunities in HEIs‘ efforts to address GBV. The article presents three detailed case studies conducted in 2022 on the implementation of anti-GBV policies and prac-tices in HEIs in Finland, Iceland, and Sweden. By reframing institutional responses as forms of care, a gap in the care processes was identified. The care work was often driven by „driving-spirits“ but lacked recognition, value, and structures for long-term capacity building. While HEIs fulfill their duty to care by identifying needs and assigning responsibility for meeting them, there was a lack of adequate working conditions in place to ensure sustainable care provision could be done.Keywords: Gender Equality Policy, Higher Education, Sexual Harassment, UniversitySubmitted: 14 April 2023Accepted: 04 April 2024Published: 31 May 2024DOI: https://doi.org/10.17169/ogj.2024.238Research support: The UniSAFE project was funded under EU Horizon 2020, Grant agreement ID 101006261.This article was edited by Sabina García Peter and Käthe von Bose.
Transversal Movements between Gender and Environment: Interdisciplinarity in Higher Education
(Feminismo/s, 2025-01-21) Widegren, Kajsa
Gender and environmental political analysis have had many common goals, articulated as, for example, ecofeminism. The two conceptscan be thought of together, for example in regard to the unequal gendered vulnerability to the effects of climate change. However, in the 2030 Agenda for Sustainable Development, gender-specific indicators were integrated into most of the seventeen Sustainable Development Goals (SDGs), though not into the goals directly aimed at ecological sustainability. This is one example of how gender is being marginalized in relation to environmental issues. A crucial context for combining gender and environmental studies is higher education and interdisciplinary education. The aim of this paper is to analyse syllabus texts that describe the content of courses with a joint focus on gender and environmental studies. Syllabi were retrieved through the Swedish admission system, which lists all courses and programmes offered at Swedish universities for the coming academic years. Using a qualitative method, intertextual relations of syllabi were mapped and the concepts of gender and environment analysed. The focus on intertextual relations between syllabi and theoretical, scholarly, disciplinary and policy contexts places syllabi in the wider context of interdisciplinary higher education, with its implicit structures of disciplinary centring, marginalization and transversal shifting of perspectives, which also points to the disciplinary status of Gender Studies in academia. More than half of the syllabi found were for courses and programmes offered at Gender Studies departments (or their equivalent). In these contexts, gender and environment were articulated within a frame of meta-theoretical accounts of disciplinary power, scrutinizing categorizations and conceptualizations in, for example, Natural Sciences. In the courses taught in other disciplines, gender was merely a perspective on the core concepts of, for example, developmental studies and relied more on empiricist notions of gender as a preconceived category.

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