The challenge of gender in higher education: processes and practices

Drawing on Hearn’s (1999:125) idea that managers are involved in the ‘creation of knowledges…indeed of what counts as knowledge’, this article focuses on Irish Universities as creators and evaluators of knowledge’. Using primary and secondary data, content analysis of policies related to education and fifteen years reflexive participation in such structures, the paper describes a pattern of continuity in the male dominated nature of Irish Universities academic, managerial and governance structures, despite dramatic changes in the overall student and faculty profile.