Why is it that ‘after much debate and numerous strategies, universities are still grappling with systemic gender inequality’ (O'Keeffe 2017, n.p.)?
The Australian academic workforce is comprised almost equally of male and female staff (women account for 44%), however, female staff make up just 25% of professor and 36% of associate professor positions (O'Keeffe 2017). Women have just one in four vice-chancellor positions one in three deputy vice-chancellor roles (O'Keeffe 2017). Considered by specific academic rank; women hold fewer lecturer positions than men at the senior level and above (Department of Education and Training 2014a). Is the problem related to less female academic staff putting themselves forward for promotion or higher paid duties?
Gender bias research shows two types: statistical and taste-based. Statistical discrimination is rooted in beliefs about average gender differences in abilities or skills. Such bias is the more difficult to identify and remove. Stereotypes drive taste-based discrimination; it is the favouritism for one group leading to bias against another group. Such bias is easier to ‘see’, however, still difficult to receive acknowledgement for and remove. What is needed is a deeper understanding of training and development for the identification of discrimination types and outcomes and the implementation of career mentoring strategies.
Proposed outcome Identification of exemplar institutional and personal practices that aid in the development and pursuit of career paths through the provision of opportunities and information.
Proposed Postgraduate Research Programme
School: School of Economics, Finance and Marketing Program name: PhD (Economics, Finance and Marketing) & Master of Business (Economics, Finance & Marketing) Course code: DR203 & MR203 Enabling Capability Platform (ECP) Alignment : Global Business Innovation