EQUALITY GUIdE - KU Leuven

Chapter 4 ! Scientific communication 195
Table 24: The different gender topics which are seen as important, which ask for more exploration
and which must be incorporated in training.
Which topic is important for the
participant personally?
Selection criteria:
On what topics are researchers
evaluated: number of publications,
and what else? In reality? What do
young researchers have to take
into account if they want to plan
their career as well as possible?
Assessment private life-work:
How do you combine family and
work?
Job characteristics that go beyond
gender:
What is related to gender, and
what is not? What can be done
and what cannot? What is normal
and what is discrimination? How
can you see the difference? Looking
at things through the perspective
of gender? Generation problem
vs. gender problem?
On which topic do participants wish further
information?
Best practice:
What do other universities for example in
foreign countries do? Sharing experiences.
Evolution in the gender problems:
Is there a progression? In other words, is
there something we can do about the gender
problems?
Stressing the distinctive features as a
woman:
How do we appear as women to men? How
do we have to make ourselves known in the
best way to maximize our chances of having
a successful career? Which influence does
the social image of working women and
educated women have? Which role can female
researchers adopt without losing their
individual character as a woman?
Selection criteria:
What is exactly going on now? How can
female researchers obtain that education (a
field they excel in and find important) is no
longer a disadvantage for their careers?
How to stimulate innovation at the university?
What can be measured, and what cannot?
How to fill in the social role without
being disadvantaged in career opportunities?
Gender awareness:
What does looking at things through a gender
perspective mean? How can we discover
where gender has an influence? What
does a male perspective look like and what
about the female perspective? Which components
does it consist of? How can we
raise the awareness of the people around
us? How can we make female researchers
aware before they are promoted?
Delegating:
How does that work, how do female top
managers do it? How do they plan their
work and family?
University information:
What is the equal opportunity policy at the
university? Which measures are taken? And
how are they doing in comparison with other
universities?
Which topic do participants want
to see incorporated in a training
course?
Learn to look at things through a
gender perspective:
How do men and women look at
things through a gender perspective?
And when?
Influence the representation positively:
How can you, as a female researcher,
communicate in a way
that is positive for your career, that
makes you feel good and that allows
you to grow in an academic
environment? When do you do
things as an individual and when
do you do them collectively?
Female characteristics:
Which female characteristics often
have a negative/positive influence?
And how can you use your female
qualities in a positive way? How
can you have a positive impact as
a woman?
Make a gender-neutral examination:
Do we as women look differently to
male students than to female students,
are we aware of that?
Selection criteria:
Can we influence these criteria,
and how? What can we do in practice?