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Date
2020
Abstract
This chapter is concerned with access to academic citizenship (particularly full or limited academic citizenship, see Chapter 1) in higher educational research institutions (HERIs). Women are under-represented in these positions (EU 2019). Excellence is frequently the rationale for decisions about such access: the implication being that its assessment is a universal, gender neutral process. Thus, it is assumed that those involved in such assessments are detached automatons, who make decisions solely based on what purport to be universalistic criteria; assumptions that have been challenged theoretically and empirically (Nielsen 2016; van Den Brink and Benschop 2012; O’Connor and O’ Hagan 2016).
Supervisor
Description
peer-reviewed
The full text of this chapter will not be available in the ULIR until the embargo expires on the 30/09/2022
Publisher
Palgrave Macmillan Ltd.
Citation
Gendered Academic Citizenship Issues and Experiences. Sümer, Sevil (ed);pp. 37-64
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OConnor_2020_Accesing.pdf
Adobe PDF, 1.27 MB