15 February, 2016 Diversity, Difference and Distributive Justice in Academic Leadership Professor Louise Morley Centre for Higher Education and Equity.

Slides:

Advertisements

Similar presentations

Globalizing Learning: Implications for Curriculum Design and University Governance Ka Ho Mok Associate Vice President & Dean The Hong Kong Institute of.

Advertisements

Leaderism in Academia: Desiring, Dismissing or Disqualifying Women?

22 April, 2014 Absent Talent: Womens Participation in Higher Education Leadership and Research Professor Louise Morley Centre for Higher Education and.

22 April, 2014 Women and Higher Education Leadership: Absences and Aspirations Professor Louise Morley Centre for Higher Education and Equity Research.

1 Dilemmas of Gender and Diversity. 2 Orientation The diversity challenge - consequences for leadership of treatment of gender More women in leadership.

Rus Ervin Funk, MSW. Intrapersonal (Attitudes) Relational (Behaviors) Organizational (Practices) Community (Norms) Socio-Cultural (Customs, laws, beliefs)

Slide:1 Women and Leadership program focus group – Level C CRICOS Provider Number 00121B Professor Hilary Winchester Pro Vice Chancellor: Organisational.

Business case for workforce diversity. Diversity - a business imperative External drivers Internal drivers Areas of change l Diverse clientele l EU directives.

Diversity, Democratisation and Difference: Theories and Methodologies Lost Leaders: Women in the Global Academy Professor Louise Morley Centre for Higher.

Diversity, Democratisation and Difference: Theories and Methodologies Lost Leaders: Women in the Global Academy Professor Louise Morley Centre for Higher.

Diversity, Democratisation and Difference: Theories and Methodologies Women in Higher Education Leadership: Rejection, Refusal, Reluctance, Re-visioning.

Gender and Caring Peter Moss Thomas Coram Research Unit Institute of Education, University of London.

Changing Culture Marion Fanthorpe, Interim HR Director.

Diversity, Democratisation and Difference: Theories and Methodologies Lost Leaders: Women in the Global Academy Professor Louise Morley Centre for Higher.

Diversity, Democratisation and Difference: Theories and Methodologies Women in Higher Education Leadership in South Asia: Rejection, Refusal, Reluctance,

Ensuring Equality of Access to Enterprise Supports (EEATES) Presentation by the Galway Traveller Movement to the ‘Making it Real’ Conference 22 nd October.

Sponsored by Higher Education Recruitment Consortium (HERC) “Affirmative Action or Diversity Inclusion: Does My University Know the Difference?”

Diversity, Democratisation and Difference: Theories and Methodologies Impact: Epistemic and Social Closures? Professor Louise Morley Centre for Higher.

VOX POP Southern Health Empower. Engage. Support Case Study: Challenging stereotypes and assumptions Reducing the involvement of BME staff subject to Disciplinary.

Quality and Equality in Higher Education Professor Louise Morley School of Education, University of Sussex, UK

CHAPTER FOUR Managing Diversity.

The Athena SWAN Charter for Women in Science and the Equality Duty Sarah Dickinson 28 March 2012.

Athena SWAN QUB School of Pharmacy ½ Day Meeting 26 th Sept 2013.

University of Wolverhampton “Diversity in Action” Conference 16 th November 2007.

Diversity, Democratisation and Difference: Theories and Methodologies Lost Leaders: Women in the Global Academy Professor Louise Morley Centre for Higher.

I, too, am Manchester – Barriers to progression for BME staff Patrick Johnson, Head of Equality and Diversity.

Diversity, Democratisation and Difference: Theories and Methodologies Women in Higher Education Leadership in South Asia: Rejection, Refusal, Reluctance,

Diversity, Democratisation and Difference: Theories and Methodologies Lost Leaders: Women in the Global Academy Professor Louise Morley Dr Barbara Crossouard.

Context and overview Gary Loke, Equality Challenge Unit Jane Berry, Higher Education Academy.

Boosting gender equality in research: the importance of targeted decisions for Europe Anna Rita Manca European Institute for Gender Equality.

Athena SWAN Gender Equality Quantitative Survey Results

Diversity, Democratisation and Difference: Theories and Methodologies Higher Education Internationalisation and Mobility - Inclusions, Equalities and Innovations.

Increasing the Representation of Women Full Professors in Academe Barbara A. Lee Dean School of Management & Labor Relations Rutgers University.

A Charter for Inclusive Teaching and Learning in Higher Education Dr. Michael Shevlin School of Education Trinity College Dublin.

7 th European Feminist Research Conference Utrecht, 4-7 June 2009 GEMIC: A project on Gender, Migration and Intercultural Interactions in the Mediterranean.

Graham Findlay Positive Action for Disability Manager, Chartered Institute of Housing.

8 October, October, October, October, October, October, October, October, October, October,

Diversity, Democratisation and Difference: Theories and Methodologies Lost Leaders: Women in the Global Academy Professor Louise Morley Centre for Higher.

10 October, October, October, 2015 The Knowledge Economy: Democratisation, Distributive Justice or Domination? Professor Louise Morley Centre.

Leading educational partnerships What’s new? What’s difficult? What’s the reward? Professor Ann Briggs Newcastle University

Inside African Private Higher Education: Contradictions and Challenges Professor Louise Morley Centre for Higher Education and Equity Research (CHEER)

Diversity, Democratisation and Difference: Theories and Methodologies Internationalisation in Higher Education: Theorising Equity and Exclusions Professor.

Equality means Business. Women and Enterprise: the New Women’s Movement While the feminists of the past fought for the right to vote, education and equal.

1.Create inclusive organizational environments 2.Create accountability for diversity efforts (research lacking) 3.Leaders must be committed 4.Collect &

Topic 11 Leadership and Diversity. Gender and Leadership Sex-Based Discrimination –Implicit Theories –Stereotypes and Role Expectations.

Carol Mershon and Denise Walsh, University of Virginia.

Methodologies Women in Higher Education Leadership in South Asia: Rejection, Refusal, Reluctance, Re-visioning Professor Louise Morley Centre for Higher.

Diversity, Democratisation and Difference: Theories and Methodologies Lost Leaders: Women in the Global Academy Professor Louise Morley Centre for Higher.

ANNOOR ISLAMIC SCHOOL AdvancEd Survey PURPOSE AND DIRECTION.

Diversity, Democratisation and Difference: Theories and Methodologies Welcome to CHEER! Professor Louise Morley

Staff All Surveys Questions 1-27 n=45 surveys Strongly Disagree Disagree Neutral Agree Strongly Agree The relative sizes of the colored bars in the chart.

Development of policies and practices that positively affect the working environment for women employed at The Ohio State University A report from the.

Who's leading here? Leading within partnerships and collaboration Ann R J Briggs Emeritus Professor of Educational Leadership Newcastle University, UK.

Migrant Youth Identity in Post-Referendum Scotland Perspectives on youth and media: participation and engagement Dr Mandy Powell

1 Established in 2007 Network of 22 partners in 14 countries LOCATED IN BELGIUM VENETO REGION CO.N.E.CT.

Inside out: Dr Kate Carruthers Thomas Research Fellow/Project Manager Using research to inform higher education policy and practice SRHE/OFFA Seminar Series.

Break gender stereotypes, give talent a chance! The business case for gender equality Barbara Chiavarino.

Entry Points in Course Content.  “Higher education is one of the most important institutions responsible for re- thinking and re-defining reality. As.

Business School Action for the career development of academic women Simonetta Manfredi, Centre for Diversity Policy Research Oxford Brookes University.

Introduction Professor Louise Morley

Diversity Multimedia – Office Space

Race Matters: A report on the experiences of Black staff in the student movement NUS Regional Meetings – January 2015.

Athena Swan at Liverpool Hope

Lost Leaders: Women in the Global Academy

Professor Kalwant Challenging ‘excellence’ in higher education: racism, inclusion and White privilege Professor Kalwant

International regulation and social justice

Professor Gillian Triggs President

Welcome! Womxn in Neuroscience Topic: Community

Work in the 21st Century Chapter 11

Work in the 21st Century Chapter 11

Presentation transcript:

15 February, 2016 Diversity, Difference and Distributive Justice in Academic Leadership Professor Louise Morley Centre for Higher Education and Equity Research (CHEER) University of Sussex, UK

15 February, 2016 Why Diversify Academic Leadership? Higher education a major site of: Cultural practices/messages/ values Identity formation Knowledge formation, capital & dissemination Opportunity structures for social mobility Worker production for other influential institutions Symbolic control (Holmwood, 2011; Morley, 2011)

15 February, 2016 Snapshot Statistics: Absent Women Hong Kong 13% professors/readers in 2009/10 No female vice-chancellor (HKSAR, 2012). Sweden 20% professors in 2010/11 43% vice-chancellors (SOS, 2012). Turkey 28.5% professors in 2010/11 7% vice-chancellors (ÖSYM, 2012). UK 21% professors in 2010/11 14% vice- chancellors (HEFCE, 2012).

15 February, 2016 Consequences of Absence of Leadership Diversity Employment/ Opportunity Structures Distributive injustice/ Structural Prejudice. Depressed career opportunities. Misrecognition of leadership potential/ wasted talent. Service Delivery Knowledge Distortions, Cognitive/ Epistemic injustice (Fricker, 2007) Reproduction of Institutional Norms and Practices. Margins/ Mainstream hegemonies, with women, BME staff seen as Organisational ‘Other’.

15 February, 2016 Impeding Diversity in Senior Leadership Who self-identifies/ is identified by existing power elites, as having leadership legitimacy? (Morley, 2012). Are certain groups, styles, talents and potential mis-recognised/ perceived as too risky? (Fitzgerald, 2011). Do dominant groups continue to appoint in own image/ clone themselves? (Gronn and Lacey, 2006). Is leadership still synonymous with structural positions and traditional types and displays of masculinity (Davies & Thomas, 2002). Do current leadership scripts offer creative or restrictive potential (identity cage) to under-represented groups? (Alvesson et al., 2008). Are informal practices e.g. networks, headhunters’ searches reproducing privilege? (Watson, 2008). Does decision-making lack transparency/ accountability? (Rees, 2011).

15 February, 2016 Diversity = Representational Space? Norm- saturated policy narratives add more under-represented groups into current higher education systems as students and academic leaders = a form of distributive justice/ smart economics organisational and epistemic transformation. Development of a sociology of absences (Santos, 1999) (2007/8- ECU, 2009).

15 February, 2016 Diversity in Academic Leadership is Not… Treating identity simply as a demographic variable. Access to organisations monopolised by the elite. Allowing women/ minorities in, but ensuring that they continue to lack capital (economic, political, social and symbolic) to redefine the requirements of the field (Corsun & Costen, 2001).

15 February, 2016 Action or Words? ‘Speech acts’– ‘saying it’ does not bring about actions that ‘do things’. Difference between higher education being diverse and ‘doing diversity’ (Ahmed, 2006). Gulf between staff experiences of diversity and equality and organisational statements and policies (Deem et al., 2005; ECU, 2011).

15 February, 2016 Action for Change: Promoting Informed and Inclusive Practices Structural Interventions Accountability and Transparency Data Collection and Diversity Monitoring Diversity Data in quality audits/ league tables. Equality Impact Assessments/ Mainstreaming Action on Bullying, Harassment and Discrimination Developmental Opportunities - Coaching, Mentoring and Networking.

15 February, 2016 New Conceptual Grammars, Innovative Vocabularies and Leadership Styles How can Leadership narratives, technologies & practices be more: than discursive performances involving repetitions of the values/ beliefs of new public governance than legitimating HE reform narratives more generative, inclusive and diversity-sensitive?

15 February, 2016 Follow Up? Centre for Higher Education and Equity Research (CHEER) Follow CHEER on Twitter reen_name=SussexCHEER