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  • Item type:Publication,
    How does research productivity relate to gender? Analyzing gender differences for multiple publication dimensions Open PDF 
    (2018)
    Mayer, S.J.
    ;
    Rathmann, J.M.K.
    Measures of research productivity have become widely used for obtaining tenure, third-party funding, and additional resources from universities. However, previous studies indicate that men might have a higher research output than women, with mixed conclusions about the factors that drive these differences. This study explores to what extent the research productivity of psychology professors in Germany is related to gender and, furthermore, how any gender gaps can be explained by controlling for individual and organizational factors. In addition, three publication dimensions (publications in top 10% journals, journal articles, and book and collection chapters) are distinguished to determine the effect of gender on research productivity as precisely as possible. A unique data set based on all full professors in psychology in Germany and their publication record in 2013 and 2014 is used (Nauthors = 294; Narticles = 2252, Nchapters = 439). Thus, this study provides a current overview of the state of research productivity in an entire discipline after researchers receive tenure and external restrictions are lessened. Our research helps to further locate the point at which gender differences in publication numbers occur. As we are the first to systematically to analyze different publication types, we are able to show that there is no difference in publication numbers for less-prestigious book chapters. However, we find significant gender differences for research productivity in academic journals that are more important for career advancement and peer recognition, even after we control for the most important individual and organizational factors that might explain gender differences. Our results point to the direction that women do research and write manuscripts, but may have different publication patterns: instead of submitting to competitive journals, they may be satisfied with less-prestigious book chapters. As publications in peer-reviewed journals are especially important for career advancement as well as peer recognition, this publication pattern may be disadvantageous for women. Overall, we conclude that additional research to understand these developments is needed that focuses on the motives and beliefs of researchers, both to improve gender equality in academia and to give women better chances to gain recognition and prestige. © 2018, Akadémiai Kiadó, Budapest, Hungary.
  • Item type:Publication,
    Is there a motherhood penalty in academia? The gendered effect of children on academic publications Open PDF 
    (Max Planck Institute for the Study of Societies, 2019)
    Lutter, Mark
    ;
    Schröder, Martin
    Based on data that tracks CV and publication records as well as survey information from sociologists in German academia, we examine the effects of parenthood on the publication output of male and female academics. Results indicate that having children leads to a significant decline in the number of publications by women, while not affecting the number of publications by men. We also find that the gendered effect of children on productivity hardly mitigates differences in publication output between men and women, as women still publish about 20 percent less than men after controlling for the adverse effects of children on productivity. We further find that the gendered effect of childbearing depends partly on prior levels of women's academic achievements, which suggests mechanisms of performance-driven self-selection. Lower-performing women tend to suffer a stronger motherhood penalty, while the publication output of more successful women (who have been granted academic awards) is not reduced through childbirth. The results indicate that women are better at managing the 'double burden' of parenthood and career if external, award-giving committees have bestowed prestige upon them and indicated their potential for a scientific career. Overall, these findings contribute to a better understanding of how to reduce the adverse effect of children on female publication output.
  • Item type:Publication,
    Childbearing and (female) research productivity: a personnel economics perspective on the leaky pipeline Open PDF 
    (2014)
    Joecks, J.
    ;
    Pull, K.
    ;
    Backes-Gellner, U.
    Despite the fact that childbearing is time-consuming (i.e., associated with a negative resource effect), we descriptively find female researchers with children in business and economics to be more productive than female researchers without children. Hence, female researchers with children either manage to overcompensate the negative resource effect associated with childbearing by working harder (positive incentive effect), or only the most productive female researchers decide to go for a career in academia and have children at the same time (positive self-selection effect). Our first descriptive evidence on the timing of parenthood among more than 400 researchers in business and economics from Austria, Germany and the German-speaking part of Switzerland hints at the latter being the case: only the most productive female researchers with children dare to self-select (or are selected) into an academic career. Our results have important policy implications when it comes to reducing the “leaky pipeline” in academia. © 2013, Springer-Verlag Berlin Heidelberg.
  • Item type:Publication,
    Excellence and gender equality policies in neoliberal universities
    (2017)
    Riegraf, B.
    ;
    Weber, L.
    The historical nexus of academia and gender has been characterised by exclusivity. The classical idea of innovative science was shaped by male scientists and refl ected their ways of living and was mainly reproduced via gatekeeping and homosocial co-optation processes. Recently, academia has begun a transition towards a new model of academic organisation and governance represented by the vision of the 'neoliberal university'. In this transition the historical nexus between academic 'excellence' and masculine culture is being called into question by new economic mechanisms and instruments of academic governance that are declared to be 'gender neutral' and 'transparent'. In fact, some studies show that management by performance disadvantages female academics by favouring male patronage, but with the instruments of the new governance gender equality can also be introduced as a core principle of excellence criteria, as happened in the case of the German excellence initiative. On the basis of two case studies of German universities, our contribution shows how the nexus between 'excellence' competition and masculine culture is eroding, partly due to new 'quasi'-market mechanisms being combined with gender equality policies. Our fi ndings shed light on new gendered work patterns and inequalities of contemporary academia. Academia is opening up to 'excellent' high-performance women, while other women are still disadvantaged. © Institute of Sociology, Czech Academy of Sciences, 2017.
  • Item type:Publication,
    Gender inequality in British and German universities Open PDF 
    (2007)
    Pritchard, R.
    Gender inequality exists within higher education in the UK and Germany. In the UK only 15.3% of professors in pre- and post-1992 universities were women (2003), whilst in Germany only 8.6% attained the highest grade of professorship (2003). The research uses existing data sets combined with theoretical constructs to investigate the reasons for gender inequality in British and German higher education. It examines and evaluates equality legislation in action, it teases out the social and epistemological aspects of gendered behaviour within the work situation of female academics and it investigates why female academics have a more difficult time gaining promotion in German than in British universities.
  • 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.