EQUALITY GUIdE - KU Leuven

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Chapter 2 ! Career paths: recruitment ! promotion ! dismissal 81 2.3.3. Timing Because the research group consisted exclusively of students, the academic calendar had to be taken into account when determining the start and end date of the survey. It was decided to make the survey available from 14 November 2006 till 18 December 2006. This period was chosen because: 1. The academic year has progressed sufficiently to acquaint the students with Minerva. 2. It precedes the Christmas holiday. Hence, the students can still use the university’s IT facilities. 3. It precedes the first study and examination period. During this period, Minerva is extensively used by students to catch up with the lectures or to improve their notes. The expected end date was 18 December 2006, but a large-scale survey from the Central Administration on the students’ restaurants ended all small-scale surveys early. The surveys had their highest response rate in the initial period. In the beginning of December, we still received about thirty new completed surveys a day. Nonetheless, the survey was definitively closed on 4 December. The results were gathered in an Excel table by the IT experts and sent to the project researcher by e-mail. 2.3.4. Analysis Knowledge about the real number of students was needed to calculate the respondents’ representativeness. The Department of Educational Affairs of UGent was asked to provide the student statistics of the academic year 2006-2007, sex-segregated and divided into study levels (i.e. bachelors and masters) and into the various faculties. 2.4. Instrument and case study results 2.4.1. Instrument: Survey of final-year students For the instrument: see Tool Annex. The development and division of the questions was preceded by a thorough reading of the aforementioned studies (see 2.2. Literature Study). To limit the time needed to fill in the survey, it was decided to use mainly closed questions. The survey was subdivided into a number of themes, including the choice of a certain discipline and the choice to study at Ghent University, as well as the students’ perceptions and expectations about an academic career. These themes were preceded by a number of general questions concerning the respondents’ sex, nationality, age, year of study and field of study. Because the new BaMa-reform creates a whole range of possible subject combi-
82 Equality Guide nations, it was decided to use the factor ‘faculty’ instead of ‘discipline’. This option still enables the division of students into ‘typically’ male and female fields of study. Moreover, it facilitates the comparison with the real number of male and female students in each faculty. 2.4.1.1. Studying at Ghent University The first theme deals with the experience of studying at Ghent University. The specific questions were based on a thorough reading of studies with reference to the study and career choices of boys and girls. Marlies Lacante divides young people’s motivation to choose a certain discipline or career into three groups, viz. personal motives, economic motives, and social/altruistic motives 89 . According to Lacante, the deciding factors in choosing a discipline are the personal beliefs and the urge to develop one’s personality, talents and abilities. Although these factors re-occur in Van Aerschot’s study, other motives are thought to play a more significant role, such as a clear interest in the subjects, talents, job security and a childhood dream 90 . Van Aerschot also analysed the motives behind the choices male and female students make. In her opinion, girls are on the look-out for disciplines or jobs with an emphasis on social aspects (e.g. direct contact with people, helping others), whereas boys are rather led by promotion prospects. Furthermore, boys take into account ! more than girls do ! their grammar school’s study results and the status of a certain discipline or career 91 . Hoornaert distinguishes between individual (internal) and social (external) factors 92 . The choices one makes are largely determined by the internal aspects one attributes to a discipline or career -such as the opportunities for self-fulfilment- as well as the accordance with one’s world view and principles. Additionally, certain external factors cannot be ignored, such as the expectations of friends and family, the status of a job, the careers of parents and the attention the job gets in grammar school. Hoornaert states that, for girls, the combination of internal and external factors often results in an inner struggle, because their interests in ‘softer’ disciplines do not correspond with the social pressure to succeed. Likewise, boys experience more pressure to choose ‘harder’ disciplines leading to job opportunities with a high status. Our survey also examines to what extent these individual and social factors really influence the study choices of the students at Ghent University. In Flanders, the academic staff is often employed in the university that they attended as students themselves. Therefore, the survey not only contains questions about the interest in an academic career, but also probes the students’ expectations and wishes of Ghent University as an employer. Obviously, the results were sex-segregated in order 89 90 91 92 Deleu (2005), op. cit.: Lacante. Van Aerschot et al. (2003), op. cit., p. 65-66. Van Aerschot et al. (2003), op. cit., p. 68-70. Hoornaert (1999), op. cit., p. 18-20.
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EQUALITY Guide HR Instruments for E
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Authors Yanna Van Wesemael ! Machte
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VLIR-Werkgroep Gelijke Kansen (Eds.
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Preface At Flemish and at European
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References General introduction Bla
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286 Equality Guide Table 1.2: Diffe
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EQUALITY GUIdE - KU Leuven

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