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Author: search.filters.author.Addabbo, TindaraLanguage: search.filters.language.English

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  • Item type:Publication,
    The EQUAL-IST GEP Implementation at the University of Modena and Reggio Emilia
    (Fondazione Università Ca’ Foscari, 2019)
    Canali, Claudia
    ;
    Addabbo, Tindara
    ;
    Sangiuliano, Maria
    ;
    Cortesi, Agostino
    In the recent policies issued by the European Commission (EC), which were reflected in the FP7 and Horizon 2020 (H2020) framework programs, Gender Equality Plans (GEPs) have been promoted as the main tool to achieve structural change for transforming institutions and, in particular, their rules, regulations, organizational processes, and cultures. The Horizon 2020 EQUAL-IST (Gender Equality Plans for Information Sciences and Technology Research Institutions) project supports six Universities across Europe (Italy, Lithuania, Germany, Ukraine, Finland, Portugal) to design and implement actions towards gender equality, with a specific focus on the ICT/IST area, through two phases of implementation. The paper presents the analysis of the experience of the EQUAL-IST GEP implementation at the University of Modena and Reggio Emilia in Italy. Particular attention will be devoted to analyze the encountered resistances and critical issues, highlighting the adjustments adopted during the second implementation phase to overcome them and to ensure sustainability of the main actions.
  • Item type:Publication,
    A Best Practice for Attracting Female Students to Enrol in ICT Studies
    (Acad Conferences Ltd, 2019)
    Canali, Claudia
    ;
    Addabbo, Tindara
    ;
    Moumtzi, Vasiliki
    ;
    Paoloni, P.
    ;
    Paoloni, M.
    The extremely low rates of females compared to men, enrolled at Computer Sciences (CS) and Information Systems Universities result not only in a massive loss of talent for companies and economies but also perpetuate gaps in gender inequality in the ICT field. To face this, Universities and Research Organizations are gradually taking initiatives to address such gender imbalance, trying to intervene and raise the awareness on a complex set of rooted cultural/societal gender stereotypes, including gender bias and linking ICT with masculinity that are permeating early school education, STEM teaching practices and parents' attitudes. This approach is based on several studies on the current students that highlight how female bachelor students in CS have lower levels of self-confidence compared to their male counterparts which can negatively impact on their plans to continue their studies. Towards this direction, the Horizon 2020 EQUAL-IST (Gender Equality Plans for Information Sciences and Technology Research Institutions) project supports six Universities across Europe (Italy, Lithuania, Germany, Ukraine, Finland, Portugal) to design and implement actions towards gender equality, with a specific focus on the ICT/IST area. The Universities have settled up several concrete initiatives to attract female students towards ICT studies. Specifically, this paper presents the best practice implemented at the University of Modena and Reggio Emilia, (UniMORE) the Summer Camp namely Ragazze Digitali (Digital Girls). The summer camp offers to female students of third and fourth grade of the high schools a first-hand experience based on a learn-by-doing approach to coding applied to creative and innovative fields, as well as inspiring female role models from the academia and the industry. For its scope, nature (free for the girls to participate) and duration (four entire weeks), the Summer Camp Ragazze Digitali represents a unique experience not only in Italy but also in Europe and, at the best of our knowledge, in the world. The paper describes the Summer Camp experience, highlighting the impacts of this experience on the female students, with particular attention to changed attitudes and plans for their future studies and careers.
  • Item type:Publication,
    Measuring Gender Equality in Universities
    (Springer International Publishing, 2019)
    Addabbo, Tindara
    ;
    Canali, Claudia
    ;
    Facchinetti, Gisella
    ;
    Pirotti, Tommaso
    ;
    Pejaś, Jerzy
    The paper proposes a fuzzy expert system for gender equality evaluation in tertiary education that has been experimented in 6 European universities in Italy, Lithuania, Finland, Germany, Portugal, Ukraine within the EQUAL-IST Horizon 2020 project with the goal to design and implement Gender Equality Plans (GEPs) for IST Research Institutions. We propose a Fuzzy Expert System (FES), a cognitive model that, by replicating the expert way of learning and thinking, allows to formalize qualitative concepts and to reach a synthetic measure of the institution’s gender equality (ranging from 0 to 1 increasing with gender equality achievements), that can be then disentangled in different dimensions. The dimensions included in the model relate to gender equality in the structure of employment (academic and non academic) and in the governance of the universities, to the equal opportunity machinery and to the work-life balance policies promoted by the institutions. The rules and weights in the system are the results of a mixed strategy composed by gender equality experts and by a participatory approach that has been promoted within the EQUAL-IST project. The results show heterogeneity in the final index of gender equality and allow to detect the more critical areas where new policies should be implemented to achieve an improvement in gender equality. The value of the final gender equality index resulting from the application of the FES is then compared to the gender equality perceived by each institution involved in the project and will be used to improve also the awareness in gender gap in important dimensions in tertiary education setting.