EQUALITY GUIdE - KU Leuven
EQUALITY GUIdE - KU Leuven
EQUALITY GUIdE - KU Leuven
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Chapter 2 ! Career paths: recruitment ! promotion ! dismissal 121<br />
. current job;<br />
! lack of support<br />
% career path<br />
. necessary support: support was regarded indispensable for their careers<br />
% negative aspects<br />
. feuds: respondents reported about ongoing quarrels among staff members<br />
. opposition: they experienced opposition to advance their careers;<br />
! competition<br />
% negative aspects<br />
. A1-fetishism: the focus on the quantity of publications, impact factor, ...<br />
% working conditions<br />
. competition: rivalry and heavy competition among colleagues;<br />
! bureaucracy<br />
% negative aspects<br />
. feuds<br />
% working conditions<br />
. co-operation: their colleagues were or were not co-operative<br />
. hierarchy: there was a strict hierarchy between the employees.<br />
Comparably, the respondents’ explicit views on gender differences with regard to the<br />
advancement of an academic career were complemented with their personal (gendered)<br />
experiences of several aspects of their former occupation:<br />
! gender views<br />
. competition: gender differences connected to competition<br />
% career path<br />
. ambition: whether they had ambition to advance their careers in academia<br />
. deliberate choice: whether they made a deliberate choice to stay or leave<br />
. self-image: whether they were self-confident or not<br />
% expectations<br />
. obstacles: the (un)expected obstacles they were confronted with<br />
% working conditions<br />
. competition;<br />
! gender views<br />
. family life: whether family life affects men’s or women’s career choices<br />
. international experience: whether this is influenced by one’s gender<br />
. output: whether their scientific output is influenced by gender issues<br />
% work-life balance<br />
. caring tasks: whether they had enough time to take care of their family<br />
. spare time: whether they had an agreeable amount of spare time<br />
. workload: whether they could combine teaching, management and research;<br />
! gender views<br />
. networks: whether their networks were influenced by their gender<br />
. recruitment: whether the recruitment was influenced by gender issues<br />
% career path<br />
. lobby work: whether they did or felt they had to lobby to advance their careers
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