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  • Item type:Publication,
    Greater female first author citation advantages do not associate with reduced or reducing gender disparities in academia Open PDF 
    (2020)
    Thelwall, M.
    ;
    Sud, P.
    Ongoing problems attracting women into many Science, Technology, Engineering and Mathematics (STEM) subjects have many potential explanations. This article investigates whether the possible undercitation of women associates with lower proportions of, or increases in, women in a subject. It uses six million articles published in 1996–2012 across up to 331 fields in six mainly English-speaking countries: Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States. The proportion of female first-and last-authored articles in each year was calculated and 4,968 regressions were run to detect first-author gender advantages in field normalized article citations. The proportion of female first authors in each field correlated highly between countries and the female first-author citation advantages derived from the regressions correlated moderately to strongly between countries, so both are relatively field specific. There was a weak tendency in the United States and New Zealand for female citation advantages to be stronger in fields with fewer women, after excluding small fields, but there was no other association evidence. There was no evidence of female citation advantages or disadvantages to be a cause or effect of changes in the proportions of women in a field for any country. Inappropriate uses of career-level citations are a likelier source of gender inequities. © 2020 Mike Thelwall and Pardeep Sud. Published under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.
  • Item type:Publication,
    A Review of Irish National Strategy for Gender Equality in Higher Education 2010–2021
    (Springer, 2022)
    Dunne, J.
    ;
    O’Reilly, A.
    ;
    O’Donoghue, A.
    ;
    Kinahan, M.
    ;
    García-Peñalvo, F.J., García-Holgado, A., Dominguez, A., Pascual, J.
    This chapter provides a narrative of the key policies, initiatives and actions that have transformed both the landscape of gender equality in Higher Education in Ireland, and the role of gender equality in research policy and public engagement in STEM over the last decade. It aims to provide leaders committed to gender equality with examples of good practice within the EU-Irish context. The first part of the chapter focuses on the EU gender equality strategies for Higher Education. It explains the review of gender equality undertaken by the Irish Higher Education Authority (HEA), the significant findings, and the National Gender Action Plan designed to address the issues identified. It contains examples of high-level initiatives implemented to deliver on key actions. These include centres of excellence for Gender Equality, and affirmative actions taken to address imbalance at senior levels in the Irish Higher Education system. It also provides an account of Irish participation in the UK Advance Higher Education (Advance HE) gender supports including the women’s leadership programme ‘Aurora’, and the ‘Athena SWAN’ charter that provides an accreditation framework for auditing, supporting and transforming gender equality in Higher Education Institutions. For context, some examples of implementing these in an Irish Institution are provided. The chapter then reviews the gender equality strategies and policies of the main research funding organisations in Ireland, namely Science Foundation Ireland (SFI), and the Irish Research Council (IRC). It indicates how gender equality manifests in achieving gender balance in the Irish research community; and in funding applications and consequently in research design to embed the gender element. It also provides an overview of recent national studies carried out to analyse the Irish public’s perceptions and awareness of STEM in society, and factors leading to career and study choices by young Irish people. It signposts to the recent actions to address gender equality provided under SFI’s remit for public engagement in STEM. © 2022, The Author(s).