All Are Equal, but Some Are More Equal than Others: Managerialism and Gender Equality in Higher Education in Comparative Perspective

Autor/inn/en	Teelken, Christine; Deem, Rosemary
Titel	All Are Equal, but Some Are More Equal than Others: Managerialism and Gender Equality in Higher Education in Comparative Perspective
Quelle	In: Comparative Education, 49 (2013) 4, S.520-535 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2013.807642
Schlagwörter	Comparative Education; Females; Sex Fairness; Gender Differences; Governance; Foreign Countries; College Administration; Universities; Qualitative Research; Faculty Promotion; Personnel Selection; Organizational Culture; Equal Opportunities (Jobs); Women Faculty; Teacher Attitudes; Administrator Attitudes; Masculinity; Netherlands; Sweden; United Kingdom + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Weibliches Geschlecht; Sexualaufklärung; Geschlechterkonflikt; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; College administrators; Hochschulverwaltung; University; Universität; Qualitative Forschung; Personalauswahl; Personalentscheidung; Unternehmenskultur; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Frauenakademie; Weibliche Gelehrte; Lehrerverhalten; Männlichkeit; Niederlande; Schweden; Großbritannien
Abstract	The main purpose of this paper is to investigate what impact new regimes of management and governance, including new managerialism, have had on perceptions of gender equality at universities in three Western European countries. While in accordance with national laws and EU directives, contemporary current management approaches in universities should, in theory, stimulate equality of opportunities and diminish regimes of inequality, our findings from qualitative interviews across the Netherlands, Sweden and the UK provide a very different picture. Our data show that these new governance approaches actually re-emphasise the existing status quo in various ways and enable more subtle forms of discrimination despite the existence of a veneer of equality. Consequently, some women find themselves sidelined by the gap between formal procedures designed to deal with inequalities and the institutional cultures and practices towards selection and promotion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10