Gender Equality Roadmap

Gender Equality Roadmap 2014-2017

Management samenvatting In deze ‘roadmap gender equality’ vindt u een uitgebreid projectplan om het aandeel vrouwen in van Tilburg University te vergroten. In dit document is de huidige stand van zaken op Tilburg University beschreven, evenals oorzaken en mogelijke oplossingen. Ten slotte is er een globale planning opgezet aan de hand waarvan de aankomende jaren de situatie op de Universiteit verbeterd wordt. Het probleem van het kleine aantal vrouwen in topfuncties (in WP en in mindere mate OBP) speelt al jaren, vandaar dat deze keer is gekozen voor een grondige, onderzoek gedreven aanpak. De aankomende jaren worden projecten ontwikkeld op de thema’s organisatieverantwoordelijkheid en leiderschap, instroom/doorstroom/uitstroom, beloningsverschillen, communicatie & media, gender in onderwijs & onderzoek en monitoring, evaluatie & borging. Een aantal trajecten zijn in deze routemap al concreet uitgewerkt en gaan in het voorjaar van 2014 van start. Een aantal anderen worden lopende de projectperiode (2014-2017) nader vorm en inhoud gegeven. De contouren van deze toekomstplannen worden kort geschetst in de routemap. Voortschrijdend inzicht en continue monitoring zal bepalen welke maatregelen prioriteit verdienen. In dit stuk vragen we dan ook om besluitvorming over de te nemen maatregelen in 2014 en de benodigde middelen. Eind 2014 zal er een nieuw stuk worden aangeleverd met daarin de concrete maatregelen voor 2015 en benodigde middelen in 2015.

Algemene doelstellingen Tilburg University heeft diversiteit, inclusie en gelijkheid hoog in haar vaandel. Zo benoemt het CvB in haar strategisch plan te streven naar interdisciplinariteit in onderwijs en onderzoek, een brug te willen slaan tussen universiteit en samenleving en een organisatie te willen zijn van en voor internationale staf en studenten. Het uitgangspunt voor het plan van aanpak zal zijn te streven naar een inclusief diversiteitsklimaat en dus naar een discriminatievrije werkvloer, een klimaat waarin er openheid is voor verschillende identiteiten binnen en tussen individuen en waarin verschillen worden gezien en gewaardeerd en waarin de stem van verschillende groepen in de organisatie bewust gezocht. Van belang is hierbij dat in besluitvormingsposities diversiteit gewaarborgd is. Een eerste speerpunt voor het bereiken van een inclusief diversiteitsklimaat is een groter aantal vrouwen in hogere posities.

Kritische Prestatie Indicatoren Naar aanleiding van de ontwikkeling van het Strategisch Plan van 2014-2017 zijn de volgende Kritische Prestatie Indicatoren vastgesteld die de komende vier jaar zullen worden behaald: -

Toename proportie vrouwen in hogere wetenschappelijke posities tot in 2017: UHDs 40%, hoogleraren 25% en decanen en directeuren (25%), 30% van BACs; één lid van het CvB;

-

Afname salarisongelijkheid m/v;

-

Verbetering diversiteitsklimaat diversiteit TiU, van student tot top;

-

Aandacht voor gender in Interne en externe communicatie en netwerken;

-

Gender & Diversiteit als aandachtsgebied bij onderwijs (curriculum) & onderzoek

Besluitvorming projecten en middelen 2014 Projecten

voortvloeiend

uit

de

roadmap

zijn

opgedeeld

in

zeven

thema´s:

leiderschap,

instroom/doorstroom/uitstroom, beloningsverschillen, communicatie & media, genderdimensie in O&O en algemeen. Hieronder zijn de maatregelen voor de thema’s die in 2014 worden opgepakt kort beschreven. Leiderschap In 2014 zal Gender in verschillende leiderschapsprogramma’s worden geïntegreerd. Zo worden de cursussen voor academisch leiderschap en leiderschap voor top management bekeken. Voor het ontwikkelen van modules in de cursussen academisch leiderschap en top management zal 18.000 euro gereserveerd worden. Instroom/doorstroom/uitstroom In 2014 zal het selectiebeleid aangescherpt worden door een 30% regel in te voeren voor benoemingsadviescommissies (BAC’s). Daarnaast zal onderzoek gedaan worden naar exit procedures bij alle faculteiten en diensten en zullen de conclusies van dit onderzoek gebruikt worden voor interventies in 2015. Ten slotte zal het opstarten van het ‘Tilburg University Understanding Society’ fellowship programma worden onderzocht. Het fellowship programma is bedoeld als een prestigieus programma voor excellente vrouwelijke onderzoekers die niet alleen de positie van vrouwen op onze universiteit versterkt maar die ook de ambitie van excellentie en valorisatie versterkt. Dit programma is van essentieel belang om de doelstellingen geformuleerd in het Strategisch Plan en deze routemap map te behalen. Het idee is om in twee rondes (2015 en 2017) 4 UD’s, 4 UHD’s en 4 Hoogleraren voor 5 jaar aan te stellen. Deze posities staan in het verlengde van de onderzoeksambities welke geformuleerd zijn in het strategisch plan. Communicatie & Media De web- en intranetpagina rondom gender en diversiteit wordt vernieuwd en zal tevens dienen om gender expertise binnen TiU te bundelen (zie ook Gender dimensie in O&O hieronder). Daarnaast wordt een onderzoek uitgezet naar interne en externe communicatie bij TSH. Voor het onderzoek, ondersteunen en opzetten van het netwerk rondom Gender & Diversiteit is 3.000 euro begroot voor 2014.

Genderdimensie in O&O Voor het welslagen van een inclusief diversiteitsbeleid is het van belang dat gender en diversiteit integraal onderdeel zijn van het primaire proces van wetenschapsproductie. Dit vergt bundeling en uitbreiding van expertise. Onder de vlag ‘Gender Unlimited’ zal gender en diversiteit in onderwijs en onderzoek een plaats krijgen

binnen

TiU.

Ieder

kwartaal

zullen

lezingen/workshops/netwerk

bijeenkomsten

worden

georganiseerd. Verder wordt jaarlijks een evenement georganiseerd rond internationale vrouwendag onder de vlag ‘Gender Unlimited’. Hierbij wordt de samenwerking met academic forum gezocht. Voor het organiseren van een jaarlijks terugkerend evenement en het geven van diverse lezingen (o.a. Gender Unlimited) is 10.000 euro begroot Monitoring evaluatie en borging In het kader van monitoring, evaluatie en borging zal de al bestaande denktank blijven bestaan. De centrale denktank zal voor alle plannen voortvloeiend uit deze routemap input leveren. Taskforces zullen worden geformeerd welke ondersteunend zijn voor de deelgebieden die aangepakt worden. De eerste taskforces die zullen worden gestart zijn: Leiderschap, Salarisongelijkheid, Duurzaamheid in Werk en Zorg, Inclusief diversiteitsklimaat. Verder zal alert gekeken worden naar MARAP rapportages en zal gender onderwerp zijn in verschillende beleidsgesprekken. Voor het opzetten en het organiseren van de denktank en de task forces is 2000 euro begroot. Algemeen Ten slotte zal een nulmeting worden gehouden rond het diversiteiteits- klimaat, het work-life klimaat en duurzame inzetbaarheid aan TiU aan de hand waarvan we in 2017 kunnen toetsen welke verbeteringen hebben plaatsgevonden. Vragen over deze aspecten zijn opgenomen worden in de p-enquête en worden gecombineerd met HR indicatoren uit SAP. Ondersteuning Beleid vanuit EU: GERI grant aanvraag De Europese Unie ondersteunt organisaties met concrete ambities om gender gelijkheidsbeleid te ondersteunen met zogenaamde ‘support grants’. In oktober 2014 wordt een subsidieaanvraag bij de EU (HORIZON 2020 Gender in Research & Innovation (GERI) grant) ingediend welke instituten ondersteunt bij implementatie en evaluatie van gender beleid. Het projectvoorstel voor de GERI grant vereist het ontwikkelen van beleid op drie onderdelen: (1) implementatie & monitoring affirmative action programs, (2) work-life interventions; (3) gender in onderwijs & onderzoek. Deze aanvraag wordt ingediend in samenwerking met de University of Deusto (Spanje) en de University of Exeter (United Kingdom). Met Deusto University bestaan EU samenwerkingsprojecten (TILEC), de University of Exeter participeert reeds in gender projecten van de EU. Beide universiteiten hebben expertise opgebouwd rond interventies rond gender equality (Deusto heeft met name ervaring met

gender in onderwijs & onderzoek, Exeter met het creëren van een positief diversity climate, terwijl Tilburg voorop loopt met work-life beleid) . Deel van het voorstel is om de effectiviteit van deze interventies te meten, nieuwe interventies te entameren en van elkaar te leren. Ter voorbereiding van deze subsidie aanvraag voor ons beleid zullen kosten gemaakt worden. Dit betreft reiskosten naar Exeter en Bilbao Voor reiskosten tussen deze universiteiten zal 4000 euro gereserveerd moeten worden. Daarnaast is administratieve ondersteuning nodig voor het schrijven van de aanvraag. Kosten voor deze ondersteuning komen neer op 2000 euro (op basis van het aannemen van een student-assistent voor 6 maanden voor 0,1 fte). Overzicht middelen Project

Middelen

Leiderschap Module gender in onderwijs en onderzoek

€ 8 000

Module gender in academisch leiderschap

€ 10 000

Communicatie en media Zichtbaarheid, netwerk, website

€ 3 000

Gender in O&O Event en lezingen

€ 10 000

Aanvraag GERI grant Reiskosten

€ 4 000

Administratieve ondersteuning

€ 2 000

Monitoring, evaluatie en borging Opzetten en organiseren denktank en task forces

€ 2 000

Totaal

€ 39 000

Content Management samenvatting ............................................................................................................................. Algemene doelstellingen ............................................................................................................................. Kritische Prestatie Indicatoren .................................................................................................................... Besluitvorming projecten en middelen 2014 ............................................................................................... Content ............................................................................................................................................................ Gender Equality Roadmap 2014-2017 ........................................................................................................... Diversity, inclusion and equality ................................................................................................................ 7 Facts and figures on gender equality at TiU ............................................................................................. 9 Causes ........................................................................................................................................................ Objectives........................................................................................................................................................ Key Performance Indicators ........................................................................................................................ Measures......................................................................................................................................................... Table 1: Timeline of activities Gender Equality Roadmap 2014-2017 ........................................................ Organizational responsibility and Leadership ............................................................................................. Sources & Resources .............................................................................................................................. Inflow, throughflow, outflow ......................................................................................................................... Projects .................................................................................................................................................... Sources & Resources .............................................................................................................................. Reward disparity.......................................................................................................................................... Projects .................................................................................................................................................... Sources & Resources .............................................................................................................................. Communication and media.......................................................................................................................... Projects .................................................................................................................................................... Sources & resources ............................................................................................................................... Gender dimension in Research and Education (‘O&O’) ............................................................................. Projects .................................................................................................................................................... Sources & resources ............................................................................................................................... Monitoring, Evaluation & Embedding .......................................................................................................... Projects ....................................................................................................................................................

Sources & resources ............................................................................................................................... EU support grant for the development and implementation of Gender Equality measures ........................... Sources & resources ............................................................................................................................... Bijlage 1: Begroting Routemap Gender Equality 2014-2017 .................................................................. 14

Gender Equality Roadmap 2014-2017 Diversity, inclusion and equality Tilburg University sets great store by diversity, inclusion and equality. In its strategic plan the Executive Board accordingly calls for interdisciplinarity in education and research, for forging a bridge between the university and society at large, and for being an organization for and of an international body of students and academic staff. Research has shown that a greater measure of diversity in the composition of teams and organizations relates positively to more innovation in teams and organizations (Brodbeck, Guillaume, & Lee, 2012; van Dijk, Van Engen, & Van Knippenberg, 2012). Innovation is of significant important for a knowledge organization such as ours. Not only is diversity important for innovative research, it is a requirement for attaining EU research grants in the HORIZON 2020 program. Research furthermore indicates that diversity may, but does not necessarily result in better performance by teams (Joshi & Roh, 2009; Van Dijk et al., 2012; Nishii, in press) because the knowledge, insight and talents of individuals are not necessarily recognized or acknowledged. This can result in a loss of motivation and commitment, and a waste of talent. The pursuit of excellence in education, research and valorization/social innovation therefore requires an inclusive diversity environment in organizations (Nishii, in press; Nishii & Özbilgin, 2007)1. This cannot be expected to materialize on its own. Tilburg University wishes to make an active effort to see diversity, inclusion and equality become an obvious feature of the organization. To this end, the university will be undertaking several specific efforts over the coming years; among which, the gender equality roadmap. TiU has chosen to first tackle gender inequality since the representation of women in higher positions at Tilburg University has been a point of concern for several years consecutively. TiU has committed itself to changing this situation, by signing the Talent to the Top charter. Talent to the Top Charter Virtually all universities have signed the Talent to the Top Charter and have launched initiatives in that context. TiU has not shown much initiative in this respect in recent years, and it is the only university in the Netherlands where the growth in the proportion of women in the top has stagnated. In 2012 the number of female professors even decreased. This decrease can be attributed to a (proportionally) greater outflow of women overall, affecting the (sub) top segment in particular, and to a (proportionally) lesser inflow of female academic staff overall, and in particular in the (sub) top segment (see Charter Report 2012). TiU’s ambition for the period 2008-2012 also contrasts sharply with that of other organizations in the education sector: the average target figure in this sector was 26.1%, while TiU only committed to 15% for 2012. The new target in the 2014-2017 strategic plan shows a stronger ambition: by 2017, 25% of the professors shall be women.

An inclusive diversity climate has the following characteristics: (1) fair employment practices – a workfloor free of all discrimination; (2) Integration of differences – an environment of openness towards various identities within and between individuals and in which differences are acknowledged and valued; and (3) inclusion in decision-making – in which the voice of various organizational groups is deliberately sought so that various perspectives can be integrated, and resulting in ‘double loop learning’ (Nishii, in press; Nishi & Özbilgin, 2007; Van Engen, 2010; 2013). 1

TiU thus lags behind the country-wide trend. TiU only does better in terms of the proportional representation of women than three technical universities and Wageningen University. This is all the more poignant given that TiU specializes in the humanities and social sciences, and does not have pure science schools which traditionally draw more men than women. Comparing the various TiU Schools to peer schools across the country, we see how TiU lags behind the others, with TISEM being an exeption. Compared to international universities, the underrepresentation of women is even worse (She Figures, 2013).

Social & Behavioral Sciences 100 80

Law 100

78

76

80 60

60

40

40

24

23

20 G&M

100

Economy 100

92

TLS

91,40 0

80 60

60 40

19

RECH

TSB

81

75

22

20

Humanities 80

81

78

25

20 T&C

19

TSH

40 20

8 ECON

8,800 TiSEM

Figure1. Benchmark TiU and HOOP disciplines of peer schools in the Netherlands –proportion of male/female professors

Facts and figures on gender equality at TiU Proportion of male/female The number of female scholars in the higher ranks of TiU has increased in recent years. Whereas just 8.7% of professors was female in 2004, today that figure stands at 12.8%. Over the same period, the number of female associate professors increased from 16.1% to 25.5% (see Figure 2). 30,00% 25,00% 20,00% % vrouwelijke UHDs 15,00% % vrouwelijke hoogleraren

10,00% 5,00% ,00% 2004

2013

Figure 2. Overview of proportion of female associate professors and professors 2004-2013 In recent years, the proportion of women among full professor appointments was less than 25%. This means, obviously, that a percentage of 25% female professors can never be achieved. But even in case of an appointment percentage of 25% female professors, it will still take years before the percentage of 25% is achieved (increasing the proportion of inflow does not result in a proportionate increase in the stock; see Bleijenbergh, Van Engen, Vennix, & Jacobs, 2012). Furthermore, the outflow of female professors is greater than that of male professors. Female professors also hold their chair for a considerably shorter time than male professors: in the years 2004-2013, men held their chairs for 78 months on average (though there is an upward trend over the years, from 62 to 99 months), compared to an average of 53 months for women (no trend over time). On the other hand, a greater number of men will be entering retirement over the coming years: in the period 2014-2017, 22 men and none of the women of the current full professors will reach the pension age. Looking at the so-called ‘Glass Ceiling Index’ (Glazen Plafond Index, GPI), which reflects the extent that women are represented proportionately in a certain position given the proportion of women in the position directly below, it is apparent that the glass ceiling exists at all levels (from PhD student to assistant professor from assistant professor to associate professor, and from associate professor to full professor: for each

transition, men have a greater chance of being appointed than women. The glass ceiling is thickest at the career step from associate professor to full professor (see Figure 3). 3,000 2,500 2,000 HGL-UHD 1,500

UHD-UD UD-prom

1,000 ,500 ,000 2004

2008

2012

Figure 3: GPI (Glass Ceiling Index) 2004 – 2008 - 2012 Part of the explanation for the lower number of women that make the transition from one position to the next is the fact that women more often start in a lower job scale of a position compared to men, so that they remain in the same job category following a promotion whereas men are transferred to a higher category. Figure 4 shows that for each job level (UD, UHD, HGL), men are overrepresented in the higher salary scale (e.g. assistant professor 1, scale 12) and women in the lower salary scale (assistant professor 2, scale 11). The 2008 study (Van Engen, Bleijenbergh, & Paauwe, 2008) revealed that the salary difference at TiU is no less than 20% (the unadjusted wage gap is 1226 euros,the adjusted wage gap is 475 euros a month, excluding bonuses). Further research commissioned by Boumans (2009) showed that from the outset of employment, the salary disparity between men and women amounts to 700 euros. Although this is yet to be determined by further research, it is improbable that this salary disparity can be attributed (fully) to individual differences in terms of competencies.

Number of men per job function

92

97

65

Full. Prof.1 108

81

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Full. Prof.2 Assoc. Prof.2

41

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2008

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Assoc. Prof.1 Ass't. Prof. 1 Ass't. Prof 2

Number of women per job function

7 21

7 6 9 7 4

16 3 18

21

23

32

31

2004

2008

4

Full. Prof.1

24

Full. Prof.2 Assoc. Prof.1 Assoc. Prof.2

39

Ass't. Prof. 1 Ass't. Prof 2

41

2012

Figure 4. Number of men (above) and women (below) in various positions and job scales among academic staff The ‘2012 exit report’ (Place, 2013) reveals that women are more dissatisfied when leaving the university than men. Women are particularly dissatisfied regarding career and development opportunities. It appears

that 36% of the women are not satisfied regarding their development opportunities, versus 22% of the men. The same pattern appears regarding career opportunities, with 44% dissatisfaction among women versus 33% among men. Furthermore, women are almost thrice as dissatisfied about the management style of their supervisors (34%) compared to men (12%). In 2012, the termination of the temporary contract was the main reason to leave the university for 46% of women, versus 34% of men. The research by Van Engen et al. (2008) showed that in all job groups, women are more likely to have a temporary contract than men. Women moreover cite dissatisfaction regarding aspects of the job as reason to leave more frequently than men (43% versus 20%, respectively). Conversely, men are more satisfied with the ratio of research/education tasks than women (77% versus 63%, respectively). International research has shown that women are assigned more and larger education tasks than men, under the same employment contract (Bellas & Toutkoushian; 1999). This could also be the case at TiU. Also with respect to supervision/support for education and research tasks, men are more satisfied than women, scoring 70% versus 51%, respectively.

Causes “No one’s fault, everyone’s responsibility” In 2007-2008, TiU commissioned a study into the processes of inflow, throughflow and outflow to explain the underrepresentation of female scholars in higher positions at TiU (Van Engen, Bleijenbergh, & Paauwe, 2008; 2011), with a brief follow-up study in 2011 (Van der Linden, 2011). A number of results from both studies that are relevant to new policy are discussed below. Inadequate organizational responsibility Although deans and the Executive Board acknowledge the importance of diversity, it is clear that there is a considerable gap between intentions and actual measures. It is also clear that any failure to comply with intentions (e.g. realizing set targets)

is without consequences. Research studying the long term

effectiveness of diversity measures (e.g. Kalev, Dobbin, & Kelly, 2006) has shown that diversity policy will result in a greater representation of minority groups, only in the event of adequate organizational responsibility (support from senior levels, sufficiently dedicated and senior staff for monitoring, presence of action plans). This condition for success has not been fulfilled at TiU in recent years. Subtle bias Stereotypes – that is, commonly held beliefs about the typical characteristics and behaviors of a social group – play a role in recruitment, selection, assessment and reward systems (for an overview see e.g. Rudman & Phelan, 2004). They play a role both at the conscious level (attitudes) and unconscious level (Implicit Association Test (IAT), for reviews see Greenwald & Banaji, 1997; Greenwald, Poehlman, Uhlmann, & Banaji, 2009), and can result in discrimination in various ways. The association of certain characteristics, traits and behavior with men and women (women are caring, friendly, modest; men are bold, assertive, decisive) can result in the (unconscious) exclusion of women in the recruitment and selection process because they do not match the characteristics, traits and behavior that are associated with work-related roles. The higher the position, the stronger this effect appears to be. This amounts to discrimination based on the descriptive character of stereotypes. Stereotypes can also lead to discrimination when women (and other minorities) do not behave in conformity with the stereotype (and are for instance perceived as being bold, assertive and decisive), since these women thereby deviate from ‘the norm’. This is also referred to as the prescriptive character of stereotypes, and this for instance plays a role in assessment and reward disparity. Gender bias is amplified as soon as women become mother (King, 2008; Okimoto & Heilman, 2012). The 2007 study within TiU showed that men and women share a strong belief in a ‘mismatch’ between what makes the ideal scholar and beliefs about the characteristics of women. The ideal scholar is someone on a full-time contract, who is available seven days a week, is willing and eager to perform overwork, who is clearly visible and enterprising, who publishes frequently and is able to obtain third-party funding, and preferably and particularly generates many and important publications. This image of the scholar is not just

descriptive, but also prescriptive in the sense that it works as a precept that scholars should satisfy. The ideal image is also institutionalized, to some extent, in the form of output and throughflow criteria. The image that both male and female staff members have of women does not accord with the ideal image on a number of points. For example, men and women have the feeling that women are less passionate about their work, that they work less hours and give less priority to their work, and that having children is an impediment to scholarly output. This belief about women academics actually does match the actual findings of the 2008 study (van Engen et al , 2008): women scholars were without exception passionate and ambitious, and reported working more hours than provided for in the contract. Personnel data moreover revealed that women scholars on average work just 1.3 hours less than men, and that fathers and mothers work 2.5 and 3 hours less, respectively. Interestingly, both fathers and mothers publish more than scholars without children (Van Engen et al., 2008). Belief in meritocracy Bias in recruitment, selection, assessment and reward plays a larger role to the extent that decision-makers in the organization have a stronger belief that they do not discriminate and that recruitment, selection, reward and assessment are based on ‘objective criteria’ only. It seems paradoxical, as objective criteria are also requisite to banishing discrimination. Recognizing and acknowledging quality, excellence and so on is not a hard science, however. Experimental research has shown that assessments of academic excellence are highly susceptible to unintentional discrimination (see e.g. Valian, 1998; Van den Brink, 2010). A blind faith in meritocracy reinforces unintentional bias and undermines opportunities for change. Believing that the organization puts the best people in the highest positions leaves little scope to deliberately determine what being ‘the best’ actually means and what qualities this entails (Castilla & Benard, 2010;Cech & BlairLoy, 2010). Processes of inflow, throughflow and outflow Recruitment for academic positions is usually conducted within a closed circuit. In all schools, the recruitment of assistant professors and full professors mainly focuses on the academic network within a particular discipline. Heads of departments and deans scout for candidates for these positions at (international) scientific conventions and PhD conferrals. The same forms of bias as described above play a role here. However, informal networks also offer a means of searching specifically for female talent. Some schools have concentrated on this path in the period 2008-2012. For the selection of candidates, it is important that the selection committee shows diversity in its composition (Van den Brink, 2010). This principle is not always adhered to at the different schools (van der Linden, 2011).

The role of the supervisor is crucial, particularly with regard to throughflow and outflow. Supervisors can offer access to networks, provide development opportunities, offer support, and play an important role in acquisition of grants, research commissions, and so on. Research in academia in general (e.g. Need, Visser, & Fischer, 2001) as well as research within TiU (Place, 2013; Van Engen et al., 2008) indicates that women are less satisfied about the career and education/research support that they receive from their supervisors.

Objectives Key Performance Indicators Following the development of the 2014-2017 Strategic Plan, the following Critical Performance Indicators have been defined, to be achieved over the next four years: -

Increase of the proportion of women in higher academic positions until 2017: associate professors 40%, full professors 25%, deans and directors 25%, 30% of selection commitees; one member of the Executive Board;

-

Reduction of salary disparity between male/female;

-

Improvement of diversity environment within TiU, from student to the top;

-

Attention for gender in internal and external communication and networks;

-

Gender & Diversity as focus area in education (curriculum) & research.

Measures To achieve the objectives above, projects will be developed in the coming years on the themes of organizational responsibility and leadership, inflow/throughflow/outflow, reward disparity, communication & media, gender in education & research, and monitoring, evaluation & embedding. A number of initiatives are elaborated on in this roadmap and shall be implemented from early 2014 on. Some other paths will be fleshed out further during the project period (2014-2017). The contours of these future plans will be sketched briefly. The following table (Table 1: Timeline of activities Gender Equality Roadmap) offers a schematic overview of which measures/actions will be taken and when. For the tasks/resources/sources for 2014, refer to Annex 1: Budget Gender Equality Roadmap 2014

Table 1: Timeline of activities Gender Equality Roadmap 2014-2017 Leiderschap 2013

Instroom/Doorstroo m, Uitstroom HR Centraal • Ontwikkelen Fellowship • Evalueren onderzoeksabbatic al

2014

HR Centraal & Career services: Verkennen: • Gender in academisch leiderschap • Gender in O&O • Gender in Leiderschapsprog ramma • Agenda-setting MT’s

HR Centraal & CvB: • Fellowship ronde één HR Centraal • Onderzoek exit procedures • Aanscherpen selectiebeleid (30% regel BAC, gender neutrale criteria)

2015

HR Centraal & Career services: Uitvoer: • Gender in academisch leiderschap • Gender in O&O • Gender in Leiderschapsprog ramma • Agenda-setting MT’s HR Centraal & Career services: Uitvoer: • Gender in academisch leiderschap • Gender in O&O

HR Centraal • Interventie procedures

2016

Beloningsverschillen

Communicatie & Media

Genderdimensie in O&O

HR Centraal: HR Centraal • Differentie in • Organisatie inschaling in kaart evenement internationale vrouwendag 2014

HR Centraal HR Centraal • Website vernieuwen • Aanvragen EU • Evenement Gender HORIZON 2020 Unlimited (13 maart, grant: Gender i.h.k.v. internationale Equality in vrouwendag) Research & • Uitzetten onderzoek Innovation naar communicatie (GERI, deadline • Themabijeenkomsten 1 oktober) HR Centraal • Organisatie evenement internationale vrouwendag 2015 HR Centraal HR Centraal HR Centraal exit • Beloningsverschillen • Organisatie evenement • Gender in in kaart brengen internationale curriculum: vrouwendag 2015/2016 huidige stand • Interventie van zaken in communicatie kaart brengen • Themabijeenkomsten • Gender in curriculum: start met inbedding

HR Centraal & CvB HR Centraal • Fellowship ronde • Interventie twee beloningsverschillen

HR Centraal • Organisatie evenement internationale vrouwendag 2016/2017 • Themabijeenkomsten

HR Centraal • Gender in curriculum: continuering van inbedden

Monitoring, evaluatie & borging HR Centraal • In kaart brengen feiten en cijfers • Charter Talent naar de Top, MARAP etcetera • Centrale denktank HR Centraal & CvB • Vernieuwen centrale denktank • Opzetten taskforces HR Centraal: • In kaart brengen feiten en cijfers • Charter Talent naar de Top, MARAP etcetera • Monitoren bestaand beleid

Algemeen HR Centraal • Ontwikkelen routemap • In kaart brengen bestaand beleid

HR Centraal • Nulmeting diversiteitsklimaat & work&family climate (in P-enquête) • Nulmeting duurzame inzetbaarheid (in Penquête)

HR Centraal: HR Centraal • In kaart brengen feiten • Interventie en cijfers diversiteitsklimaat of • Charter Talent naar de • Interventie duurzame Top inzetbaarheid • Monitoren bestaand beleid

HR Centraal: HR Centraal • In kaart brengen feiten • Interventie en cijfers diversiteitsklimaat of • Charter Talent naar de Interventie duurzame Top inzetbaarheid

2017

• Gender in Leiderschapsprog ramma • Agenda-setting MT’s HR Centraal & Career services: Uitvoer: • Gender in academisch leiderschap • Gender in O&O • Gender in Leiderschapsprog ramma

Monitoren beleid

HR Centraal • Organisatie evenement internationale vrouwendag HR Centraal • Organisatie evenement internationale vrouwendag 2018

Cvb • Uiterlijke datum benoeming gebouw/zaal

bestaand

HR Centraal: • In kaart brengen feiten en cijfers • Charter Talent naar de Top Monitoren bestaand beleid  Evaluatie

Organizational responsibility and Leadership Organizational responsibility is a primary requisite. Without support, and not just symbolically but also in word and actions, diversity policy has no chance of success (Kalev, Dobbin, & Kelly, 2009; Hays-Thomas & Bendick, 2013). This means, concretely: 



Commitment of EB, deans and directors in initiating, steering and monitoring: o

Agenda-setting, Goal-setting, and promoting Inclusive values

o

Management agreements with clear targets,

o

Apply 30% rule to Advisory Appointment Committee (AAC)

o

Apply 30% rule to Shortlist/Longlist for higher positions

o

Individual support of women’s careers by senior staff

Staff and taskforce with authority, portfolio and access to EB o

Events, Projects,

o

Networks and networking

Organizational responsibility: Towards an inclusive diversity environment The basic aim of the action plan is to foster an inclusive diversity environment. Such an environment is characterized by: (1) fair employment practices – a discrimination-free work floor; (2) Integration of differences – an environment that is open to different identities within and between individuals and in which differences are seen and valued; (3) inclusion in decision-making – in which the voice of various groups within the organization is actively sought, resulting in the integration of different perspectives and in ‘double loop learning’ (Nishii, in press; Nishi & Özbilgin, 2007; Van Engen, 2010; 2013). The diversity environment will be monitored by means of the personnel survey (P-enquete) as from 2014. The year 2014 will function as zero-measurement. Further research may be performed additionally by means of graduation programs. Based on the results of the zero-measurement, an intervention is scheduled for 2015. Strategy & Management TiU strategy. Diversity policy is embedded in the TiU strategy (accomplished in 2013) and is continually promoted by the EB and deans; Dedicated staff. There are sufficient and sufficiently senior staff members that meet directly with various policy makers and bodies to monitor progress in diversity. These staff members are supported by a central think-tank and specific taskforces that contribute to the set-up and implementation of policy for various priorities. The central think-tank shall offer input for the plans that issue from this roadmap and keep oversight. The taskforces will offer support in respect of all the sub-themes to be tackled. The first taskforces to be set up will relate to: Leadership, Salary disparity, Sustainability in Work and Care, Inclusive diversity environment, Gender in education and research;

Interventions are embedded in research. Diversity policy follows the principles of Evidence-Based Management (systematic reviews of literature, supplemented with context specific research, involvement of key stakeholders). The goal is ‘co-creation’ in both research and interventions by MTs, participative forums, scholars and supporting personnel (‘OBP’). Wherever possible, interventions will be embedded in the primary process (education, research, valorization). Academic leadership, Leadership program In collaboration with the Career Center and TIAS Nimbas business school, discussions have been launched (2013) and preparations are underway (2014) to incorporate gender awareness in the academic leadership program. It is also being investigated to what extent attention for gender can be incorporated in the introduction program for academics and administrative staff. Additionally, the prospective new leadership program will also focus attention on gender in education, research and staffing. Gender awareness programs for students and staff The possibilities will be examined of how to incorporate the theme of gender in education & research (both regarding didactics and content). Possibilities for the implementation of online diversity awareness courses as are common in UK and USA universities for students and staff will be examined.

Sources & Resources 

Training, development: (DAVW)



Staffing: HR Policy, Corporate staff, Career Centre

Inflow, throughflow, outflow Projects Measures at the school level Target figures Determining the quota/target figures per school (and department) for the number of men/women professors to be appointed, based on an analysis of current and future staffing. Effort obligation is needed to achieve targets. This also requires attention for the outflow of female top talent, and for the comparatively large number of temporary positions among women (also in the top segment). Fellowship program for university lecturers, associate professors and full professors The possibility for the implementation of a fellowship program (first round 2015, second round 2017) will be explored. The idea is a bi-annual stimulation subsidy for 12 excellent female fellows (assistant professors, associate professors and full professors). Annex 2 contains a prognosis of the proportion of women as associate professor and full professor according to several scenarios. This prognosis makes clear that the fellowship program is an effective means of achieving the KPIs formulated in the strategic plan. The prognosis furthermore makes clear that complementary policy (proportion of women when replacing chairs at least 25% and countering the comparatively high outflow of women in the top segment) is necessary. The “Tilburg University: Understanding Society” fellowship is a prestigious program for excellent female researchers that not only consolidates the position of women at our university, but that also reinforces the ambition of excellence and valorization. The elaboration of this fellowship is provided in a separate document (0.3 TiU fellowship). Longlists & shortlists To incorporate in procedures for appointments: 

For open recruitment: maintain a 30% proportion of women from the international pool of talents in shortlists and longlists.



For longlists & shortlists, restricted recruitment: ensure the lists contain a proportionate number of candidates based on quota/target figures.



Compliance by EB: maintaining a chair if requirements are not met.



For each candidate on the longlist, an evaluation is written based on the assessment procedure.

Application procedures & Recruitment Incorporate in procedures for appointments:

Expand profile outline: Compartmentalization results in ‘narrow successor’s profile’. This is unfavorable with regard to innovation and interdisciplinarity, and for the opportunities for women and international scholars (Van Engen et al.; 2010) Accessing networks for recruitment: approach women within and outside the schools and ask them to identify candidates and networks, seeing how men’s networks are generally less diverse. Incorporate procedures to sustain a discrimination free working environment, particularly for appointments and promotions: It is of utmost importance to draw up gender-neutral criteria for the assessment of candidates. It is also important to draw up codes of conduct for selection committee members to prevent (unintentional) discrimination. Schools will be requested to design gender neutral criteria. Advisory Appointment Committees Advisory Appointment Committees: 30% rule. Every Advisory Appointment Committee consists of at least 30% of one sex. With a view to objectivity, interdisciplinarity and innovation: 1 AAC member from another school, one AAC member from outside TiU, 1 AAC member from another staff level than professor. Compliance will be monitored by the EB: nominations by AACs without women will not be considered.

Careers within TiU Yearly meetings with HR and school MTs: stimulate and monitor measures such as: 

Career tracking system of PhDs, university lecturers and associate professors (m/f) and TiU tenure trackers TiU - where does talent go, can we motivate them to come back?



Grants NWO, (VENI, VIDI, VICI) , ZONMW, Aspasia, etcetera



Grants EU (Starter, Consolidator, Marie Curie, etcetera) managing



Involving female staff in subsidy applications, supervising PhD candidates, supervising post-docs



Investigating disproportionate turnover of women and guide actions toward its reduction.

Outflow within TiU The recent exit survey (Place, 2013, see above) is a cause for concern. Accordingly, a follow-up study will be held in 2014 to examine more closely the overall outflow and exit intentions of women and people of non-Dutch nationalities.

Sources & Resources 

Fellowship program: Central resources – lump sum Schools, see TiU Fellowship



Staffing: HR Policy

Reward disparity Projects Research reward disparity A tender (internal candidates) will be put forward for a study into the reward disparity between male and female TiU staff and into management mechanisms to prevent salary distinctions in 2015. Possibly request a follow-up study by the Netherlands Institute for Human Rights (Onderzoek Eigen Beweging). Training 

Training directors/HR advisers/people responsible for salary scale allocation/reward promotion



Protocol AAC: paragraph on bias in individual assessment and means of preventing this



Attention for reward disparity in education programs

Sources & Resources 

to be determined

Communication and media Projects Research bias in portrayal m/f in internal and external media The intention is to have TSH perform a study in 2014 into the portrayal of men and women in internal and external media. It is important to study this closely and to subsequently perform specific interventions scheduled for 2015. A taskforce will be appointed for this purpose.

Website At present, the current website ‘Vrouwen in hogere wetenschappelijke posities’ (‘Women in higher academic positions’) is in its development stage. This will revive the attention for both gender policy and for existing academic literature on gender & diversity. The main goals of the website are to inform and inspire people regarding these themes. The information goal is three-pronged: first, to give staff members insight into the current state of affairs regarding gender inequality in one’s own school and thereby to create a sense of urgency for the interventions. Second, to inform (prospective) staff members about gender inequality and the importance of having a diverse staff. Third, the website will offer information on the actual policy pursued by the school regarding diversity. Two important elements of the renewed website are of course policy and research. By policy we refer to both university and school policy. University policy includes the strategic plan and this roadmap. Every year schools draw up a memorandum on the current state of affairs regarding equality between men and women. By research we refer to recent studies into gender equality and other related topics. These will be renewed regularly. The goal is furthermore to stimulate an interest for the theme of ‘equality’ among (prospective) staff members and to demonstrate thereby that diversity is important and necessary for a good university. Various media will be used to achieve these goals, including Twitter, YouTube/films and newsfeeds. Twitter will be used for instance to promote the event to be organized annually in the context of ‘World Women’s Day’, but also to update people on the policy’s progress. Beautiful, touching and informative films on the equality of men and women can be found on YouTube. The newsfeeds will be updated monthly, so that people can see that gender equality is not just an issue within the TiU but also in the world at large. There is moreover the intention to have TiU staff members write a monthly column. Visibility: Role models m/f Women scientists As from 2014, the aim is to have female scholars represented as speakers at official academic events (e.g. opening of the academic year, Dies Natalis celebrations, New Year’s reception, and so on).

Central and decentral staff members involved in communication activities will be asked to explore means of bringing research by female scientists to wider attention. The main page of the TiU website rarely presents a memorandum about research by women, for example. This is something to draw attention to. Male role models Gender policy empathically addresses the constraints that men encounter as well; for example, the natural assumption that they do not have care tasks to fulfill. In view of sustainability, TiU therefore wishes to deliberately focus attention on sustainable employability in terms of combining work with care. Role models (EB members, professors) can set an important example here. Events An event will be organized annually to mark ‘World Women’s Day’. The general goal of this event is to add visibility to diversity, not only within the TiU but in general. As of 2014 international women’s day will be celebrated yet the focus will be on ‘gender and diversity’, thereby also focusing attention on the significance of gender in men’s lives and of diversity in society at large. This day additionally serves to provide those interested with information about the current state of affairs and diversity policy at TiU. The theme of the current event is Gender Unlimited. Topics for subsequent events are, provisionally, 2015: “Sustainability in Work and Life/Families and Academia” (workshops for academic staff to explore their own work/life style and to obtain ideas on sustainable employability); 2016/2017: “A climate of Inclusion”, 2016/2017: “Reward disparity”. The event is of course held in English. Additionally, every 3 to 4 months meetings will be organized under the header of ‘Gender Unlimited’. This serves the purpose of creating a network of researchers that focus on the study of gender and diversity. Event 2014 The first upcoming event is scheduled for 13 March 2014, in the afternoon. This afternoon is organized jointly with Academic Forum on the theme of “Gender Unlimited”, and will see a broad range of genderrelated topics discussed in various plenary and parallel sessions by means of innovative interactive work methods. The goal of the event is to raise awareness of the importance of diversity in general and to increase general support for the prospective policy measures at Tilburg University. This first edition is aimed at the broad target group of young professionals at Tilburg University. Student and study associations have also been approached to stimulate their enthusiasm for diversity. The event is organized specifically for men and women, with each topic presented by in any case one man and one woman jointly. Topics have also been selected with a view to ensuring that people from all schools can relate to an issue. General campus ambiance At a diverse university, this diversity should be palpable. At present, any walk across campus does not create that impression at all. Buildings have been named after men, and the website also mainly shows

prominent men. The academic sessions this year did not include (gender) diverse candidates. Exceptions are the Ruth First room and the Marga Klompé room and statue. It is therefore TiU’s ambition from now on to seek a proper balance between men and women’s names when designating buildings, rooms, and so on. In any case the first new building (for example the building replacing Prisma) will carry a woman’s name.

Sources & resources



Events, Thematic meetings & Website: Gender & Diversity: DAVW



Staffing HR Policy

Gender dimension in Research and Education (‘O&O’) Projects In the coming year, and in the context of the EU Horizon 2020 program ‘Gender Equality in Research & Innovation’, we will examine ways to add Gender Equality to the agenda of Education (curriculum & didactics) and Research (awareness van relevance of gender for research programs). This fits in with the overall pursuit of an inclusive diversity environment at TiU. Gender in Education The exploration of ways to incorporate gender in the education program of academic staff will be explored in 2014. Areas currently under consideration are ‘Academic Leadership’, top leadership programme, the PhD education programs, and the TiU introduction program. It will be examined further in 2015 to what extent gender is a topic in the curriculums of the various education programs at TiU and in what ways this can be fleshed out further. Gender in Research In 2014/2015, efforts to compile an overview of the research groups and staff members that are actively involved with the theme of gender and diversity (such as Babylon) will get underway, which will also look at how mutual interdisciplinary collaboration on this theme can be encouraged. It will also be examined how regular education programs can devote attention to gender & diversity. This may be coupled to an intervention in 2016 aimed at building an inclusive diversity environment.

Sources & resources 

DAVW



Staffing: HR Policy

Monitoring, Evaluation & Embedding Projects Monitoring diversity climate A baseline measurement study is conducted in 2014 by means of the employee survey (P-enquete) to map out the current diversity climate per department, school and service. This baseline-measurement will serve to evaluate and monitor prospective interventions, to be developed in 2015-2017. It will be considered to incorporate diversity climate as a performance indicator for management agreements. Think-tank & Taskforces The “University think-tank gender diversity” was established in 2008. This think-tank will now be revived and assigned the task of overseeing the various policy priorities and to offer solicited and unsolicited advice. Several taskforces will furthermore be set up per priority, by organizing meetings with people from different segments of the University. The taskforces also serve as a means to put gender and diversity on the agenda and build support for policies. Both staff members and students are invited to participate in these taskforces. Embedding For diversity policies to have a long term effect knowledge transfer is key. The embedding of research, interventions and implemented improvements in policies, practices and climate are important. Therefore, an accessible knowledge bank will be set up for the organization, accessible via the intranet.

Sources & resources •

Staffing: HR Policy

EU support grant for the development and implementation of Gender Equality measures

The European Union has set strong targets to improve the position of women in academia. To support sustainable change in universities and research organizations, the EU has set out a competition for a support grant. The HORIZON 2020 Gender in Research & Innovation (GERI) grant aims to support institutes in the implementation and evaluation of gender policy. The project proposal for the GERI grant requires developing policy in three areas: (1) implementation & monitoring of affirmative action programs, (2) work-life interventions; (3) gender in education & research. Tilburg University will collaborate with Deusto University (Spain) and the University of Exeter (UK), and with third parties (National Network of Women Professors LNVH, Netherlands; Top-10 Universities Exeter, Gender Equality Ministry Pay Basque) and submit an application for the GERI grant in 2014. This roadmap obviously serves as TiUs base for the grant application, that is currently being developed together with the Gender Equity Plans of the University of Exeter and Deusto University. Both Deusto and Exeter University have strong Gender Equity plans, where Deusto has a strong focus in the implementation of gender in education & research, and Exeter in the development of diversity climate interventions.

Sources & resources •

Traveling costs to Bilbao and Exeter 3000 Euro

•

Administrative support 1900 euro (student assistant for 6 months, 0,1 fte)

Literature Bellas, M. L., & Toutkoushian, R. K. (1999). Faculty time allocations and research productivity:Gender, race and family effects. The Review of Higher Education 22 (4), 367-390 Bleijenbergh, I., van Engen, M., Vennix, J., & Jacobs, E. (2012). Te laag, te traag en te omstreden: Waarom streefcijfers voor topvrouwen te laag worden ingezet. Tijdschrift voor Arbeidsvraagstukken, 28 (1), 83-99. Brodbeck, F.C., Guillaume, Y. R. F., & Lee, N. J. (2011). Ethnic Diversity as a Multilevel Construct: The Combined Effects of Dissimilarity, Group Diversity, and Societal Status on Learning Performance in

Work

Groups.

Journal

of

Cross-Cultural

Psychology,

42(7)

1198–1218.

DOI:

10.1177/0022022110383314 Boumans, F. (2009). (GS/HR-policy;) Castilla, E. J., & Benard, S. (2010). The paradox of meritocracy in organizations. Administrative Science Quarterly, Administrative Science Quarterly, 55, 543–576. DOI: 10.2189/asqu.2010.55.4.543. Cech, E. A., & Blair-Loy, M. (2010). Perceiving Glass Ceilings? Meritocratic versus structural Explanations of Gender Inequality among women in science and technology. Social Problems, 57 (3) 371-397 Greenwald, A.G., Banaji, M.R. (1995). Implicit social cognition: attitudes, self-esteem, and stereotypes. Psychological Review 102, 4–27. Greenwald, A. G., Poehlman, A., Uhlmann, E., & Banaji, M. R. (2009). Understanding and interpreting the Implicit Association Test III: Meta-analysis of predictive validity. Journal of Personality and Social Psychology. Hays-Thomas, R., & Bendick, M. Jr. (2013). Professionalizing diversity and inclusion practice: Should voluntary standards be the chicken or the egg? Industrial and Organizational Psychology: Perspectives on Science and Practice, 6 (3), 193-205. doi:0.1111/iops.12033 Joshi, A. A., & Roh, H. (2009). The role of context in work team diversity research: A meta-analytic review. Academy of Management Journal, 52, 599–627 .Kalev, A., Dobbin, F., & Kelly, E. (2006). Best Practices or Best Guesses? Assessing the efficacy of corporate affirmative action and diversity policies. American Sociological Review, 71, 589–617. doi: 10.1177/000312240607100404

King, E. B. (2008). The effect of bias on the advancement of working mothers: disentangling legitimate concerns from inaccurate stereotypes as predictors of advancement in academe. Human Relations, 61(12), 1677-1711. Need, A., Visser, J, Fischer, A. (2001). Kansloze ambities? Sekseverschillen in verwachtingen, ambities en loopbaaninspanningen van promovendi aan de Universiteit van Amsterdam. Tijdschrift voor Arbeidsvraagstukken, 17(4), 350-364. Nishii, L. H. (in press). The benefits of climate for inclusion for gender diverse groups. Academy of Management Journal, in press. (online available) Nishii, L. H. & Özbilgin, M. F. (2007). Global diversity management: towards a conceptual framework. The International

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1883-1894.doi:

http://dx.doi.org/10.1080/09585190701638077 Okimoto, T. G. & Heilman, M. H. (2012). The “Bad Parent” Assumption: How gender stereotypes affect reactions to working mothers. Journal of Social Issues, 68, (4), 704-724. Doi: Place, M. (2013). Rapportage over de resultaten van de vragenlijst vertrekkende medewerkers 2012 (GS/HR-policy; juni 2013) Rudman, L. A., & Phelan, J.E.(2008). Backlash effects for disconfirming gender stereotypes in organizations.

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http://dx.doi.org/10.1016/j.riob.2008.04.003. Valian, 1998; van den Brink, M. (2010). Behind the scenes of science. Dissertation. Van Dijk, H., van Engen, M. L., & van Knippenberg, D. (2012). Defying conventional wisdom: A metaanalytical examination of the differences between demographic and job-related diversity relationships with performance. Organizational Behavior and Human Decision Processes, 119, 38– 53. http://dx.doi.org/10.1016/j.obhdp.2012.06.003. van der Linden, 2011 Van Engen, M.L., Bleijenbergh, I. L, & Paauwe, J (2008).. Vrouwen in hogere wetenschappelijke posities aan

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http://www.uvt.nl/medewerkers/vrouwen/onderzoek.pdf Van Engen, M. L., Bleijenbergh, I. L., & Vinkenburg, C. J. (2010). Structurele en culturele belemmeringen in de doorstroom van vrouwen naar hogere functies aan de TU Delft. Eindrapport onderzoeksproject in het kader van het project Talent naar de Top. http://www.tudelft.nl/hrm and click diversity.

Van Engen, M.L., Bleijenbergh, I. L, & Paauwe, J. (2011). Gender inequality in universities: Supporting women’s career through a multi-method case study intervention project. In J. Motmans, D. Cuypers, P. Meier, D. Mortelmans, & P. Zanoni (Eds.), Challenging differences and inequalities in contemporary societies: 2nd 'Equal is not enough' conference (pp. 556-573). Antwerp: Policy Research Centre on Equal opportunities.

Bijlage 1: Begroting Routemap Gender Equality 2014-2017 Projecten

BEGROTING 2014 DAVW

Leiderschap 1 Inclusief diversiteitsklimaat € 2 Strategie & Sturing € 3 Module (Academisch) Leiderschap € 4 BKO € Instroom, Doorstroom, Uitstroom 5 TiU Fellowsip € 6 Long&Shortlist € 7 Sollicitatie&Werving 8 Selectie € 9 BAC € 10 Loopbanen €

10.000,00 8.000,00

-

Beloningsverschillen (2015) 11 Onderzoek 12 Training

€

Communicatie & Media 13 Onderzoek 14 Website 15 Zichtbaarheid & netwerk 16 Rolmodellen 17 Uitstraling

€ € € € €

3.000,00 -

Gender in O&O 18 Onderwijs 19 Onderzoek 20 Evenementen

€ € €

10.000,00

Monitoring, Evaluatie, Borging 21 diversiteitsklimaat (zie Leiderschap) 22 denktank & taskforces € 23 Borging 24 Reiskosten GERI Grant € 25 Administratie GERI grant € TOTAAL

€

-

2.000,00 4.000,00 2.000,00

39.000,00

Bijlage 2: Prognose proportie vrouwen UD/UHD/HGL – met en zonder Tilburg University Fellowship. N.B. 1. Bij prognoses is (nog) geen rekening gehouden met grotere relatieve uitstroom vrouwen (met name in hogere functies), percentage vrouwen is dus geflatteerd. N.B. 2. In de proporties zijn overig wp (onderzoekers, docenten) niet meegenomen.