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  • Item type:Publication,
    A Protocol to Assess Contextual Factors During Program Impact Evaluation: A Case Study of a STEM Gender Equity Intervention in Higher Education Open PDF 
    (2023)
    Nobrega, S
    ;
    Edwards, K
    ;
    El Ghaziri, M
    ;
    Giacobbe, L
    ;
    Rice, S
    Program evaluations that lack experimental design often fail to produce evidence of impact because there is no available control group. Theory-based evaluations can generate evidence of a program's causal effects if evaluators collect evidence along the theorized causal chain and identify possible competing causes. However, few methods are available for assessing competing causes in the program environment. Effect Modifier Assessment (EMA) is a method previously used in smaller-scale studies to assess possible competing causes of observed changes following an intervention. In our case study of a university gender equity intervention, EMA generated useful evidence of competing causes to augment program evaluation. Top-down administrative culture, poor experiences with hiring and promotion, and workload were identified as impeding forces that might have reduced program benefits. The EMA addresses a methodological gap in theory-based evaluation and might be useful in a variety of program settings.
  • Item type:Publication,
    Being a female academic under neoliberal evaluation: A systematic review
    (2021)
    Mula-Flacón, J.
    ;
    Cruz-González, C.
    ;
    Segovia, J.D.
    ;
    Rodríguez, C.L.
    The current academic assessment system is drawing a scenario based on neoliberal values. It has contributed to the perpetuation of gender inequalities. This systematic literature review aims to synthesize the most relevant research on the impact of neoliberalism on the professional identity of female academics. For this purpose, a systematized bibliographic search was carried out in four different databases (Web of Science, Scopus, Education Resources Information Center, and Google Scholar), which yielded a total of 26 articles published in international journals. The results illustrate a research field dominated by the USA and the UK and a trajectory of growth in the literature in recent years. The emerging themes reveal some of the challenges faced by women academics in a neoliberal context. These obstacles may be external and even unconsciously imposed by women academics themselves. Motherhood emerges as one of the most influential aspects of their professional development. Furthermore, our findings explore various ways in which women academics reconstruct their identity in the face of systemic challenges. This manuscript culminates with a discussion of the impact that neoliberal values and their general consequences in the performance evaluation processes of academics have on women. Therefore, we provide a number of implications for professional practice and future lines of research. © 2021 The Author(s) 2021. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
  • Item type:Publication,
    Identifying Trends in the Most Cited Nursing Articles: Research Topics, Author Gender Representation and Characteristics Correlated With Citation Counts Open PDF 
    (2024)
    Holmberg, Christopher
    AIM: To assess the top 1000 cited nursing articles in terms of their impact, conceptual and social characteristics. DESIGN: Bibliometric literature review design. METHODS: A bibliometric analysis on the 1000 most cited nursing articles in English, focusing on assessing their impact and prevalent terms, keywords, co-occurrence networks and topic trends. Non-parametric statistical tests were used. DATA SOURCES: Web of Science Core Collection (accessed 14 February 2024). RESULTS: The 1000 most cited articles were exported from 201,310 eligible articles. The most cited articles received a total of 319,643 citations. The Journal of Advanced Nursing and the International Journal of Nursing Studies were the most cited journals. Literature reviews accounted for 21% of the most cited articles, compared to only 7% of all eligible articles. Most first authors were female, 63%. The data showed an increase in female first authorship among the most cited articles over time. This may reflect a shift towards greater gender equity in nursing research. Shorter article titles and fewer article pages were associated with more citations. CONCLUSION: Methodological and conceptual articles received the most citations, likely due to their broad applicability (e.g., across disciplines) and enduring relevance. There was a statistically significant correlation between article brevity and citation count, but the relationship should be viewed with caution given the small effect size. IMPLICATIONS FOR THE PROFESSION: Bibliometrics is important for evidence-based practice because it helps nurses evaluate journals, articles and research topics. Since citation counts do not always indicate research quality, nurses and nursing students would benefit from training in bibliometrics to enhance their critical thinking in this area. IMPACT: Top-cited nursing articles indicate influential research topics and methods. They also influence authors' academic career opportunities, allowing assessment of research equity in terms of dominant countries and author gender representation. REPORTING METHOD: The Preferred Reporting Items for Bibliometric Analysis (PRIBA) guidelines. PATIENT OR PUBLIC CONTRIBUTION: No Patient or Public Contribution.
  • Item type:Publication,
    Research evaluation. Part II: Gender effects of evaluation: Are men more productive and more cited than women? Open PDF 
    (2012)
    Hildrun, K.
    ;
    Alexander, P.
    ;
    Johannes, S.
    Productivity and citedness of the staff of a German medical research institution are analyzed. It was found in our previous study (Pudovkin et al.: Scientometrics, doi:10. 1007/s11192-012-0659-z, 2012) that male scientists are more prolific and cited more often than female scientists. We explain in our present study one of the possible causes for obtaining this result with reference to Abramo et al. (Scientometrics 84(3): 821-833, 2009), who found in the small subgroups of star scientists a higher performance of male star scientists with respect to female star scientists; but in the remaining complementary subpopulations the performance gap between the two sexes is marginal. In agreement with Abramo et al. (2009), in our small subgroup of star scientists a higher performance of male star scientists with respect to female star scientists could be found. Contrasting, in the large complementary subgroup even a slightly higher performance of female scientists with respect to male scientists was identified. The last is even stronger expressed in favor of women than Abramo's result that the performance gap between the two sexes is truly marginal. In addition to Abramo et al. (2009), we already found in our previous study, special indexes characterizing the quality of papers (but not quantity) are not substantially different among sexes compared. © 2012 Akadémiai Kiadó, Budapest, Hungary.
  • Item type:Publication,
    Mitigating gender bias in student evaluations of teaching. Open PDF 
    (2019)
    Peterson, David A. M.
    ;
    Biederman, Lori A.
    ;
    Andersen, David
    ;
    Ditonto, Tessa M.
    ;
    Roe, Kevin
    Student evaluations of teaching are widely believed to contain gender bias. In this study, we conduct a randomized experiment with the student evaluations of teaching in four classes with large enrollments, two taught by male instructors and two taught by female instructors. In each of the courses, students were randomly assigned to either receive the standard evaluation instrument or the same instrument with language intended to reduce gender bias. Students in the anti-bias language condition had significantly higher rankings of female instructors than students in the standard treatment. There were no differences between treatment groups for male instructors. These results indicate that a relatively simple intervention in language can potentially mitigate gender bias in student evaluation of teaching.
  • Item type:Publication,
    The diversification of scientific communication: New genders and new models in the context of the Digital Humanities
    (2018)
    Cordón-García, J.A.
    ;
    Muñoz-Rico, M.
    ;
    Gómez-Díaz, R.
    ;
    García-Rodriguez, A.
    Scientific communication undergoes changes of growth and model in virtue of phenomena related to the new modes of production and dissemination of documents, which affect their forms of visibility and impact. The nature of the research, affected more and more by the pressure to publish, and by the acceleration of publication times, is increasingly affected by the appearance of phenomena such as those of the predatory Publisher, and the tensions between the large publishing corporations and open access platforms. © 2018 ACM
  • Item type:Publication,
    Evaluating gender equality effects in research and innovation systems Open PDF 
    (2020)
    Bührer, S.
    ;
    Kalpazidou Schmidt, E.
    ;
    Palmén, R.
    ;
    Reidl, S.
    Despite the fact that the topic of “women in research and innovation” has been on the agenda for decades and numerous measures have been implemented at both national and supranational levels to improve gender equality in research and innovation systems, it is still unclear which measures and under which conditions these measures are most effective. Even less research has been carried out on the effects of better representation of women in terms of research and innovation. This paper is based on the application of an innovative evaluation framework, which encompasses complexity and theory of change approaches and aims at exploring the link between interventions and their subsequent effects to two case studies. We discuss two major German flagship programmes aiming at increasing the participation of female researchers in the science system, the “Women Professorship Programme” and the “Pact for Research and Innovation”. Through the two programmes, we tested and validated the evaluation framework and its indicators. As part of the validation process, a theory of change has been developed for each of the programmes. The theory-based evaluation approach helped not only to identify gender equality impacts but also broader effects on research and innovation that might have otherwise remained undetected. We studied the effects of the two programmes on the number of women in leadership positions and analysed whether an increase in the proportion of women leaders influences publication patterns. Although linear linkages are challenging to establish due to the complexity of the process, the findings suggest that the flagship programmes have contributed not only to higher shares of women researchers but also to improved female publication and citation rates. There are clear benefits for Germany in terms of scientific results from the increased proportion of female researchers in research and innovation. © 2020, The Author(s).
  • Item type:Publication,
    The Impact of Faculty Gender on Resident Evaluations of Faculty Performance in Emergency Medicine
    (2024)
    Beaulieu, Allison M.
    ;
    Hunold, Katherine M.
    ;
    Mitzman, Jennifer
    ;
    Li-Sauerwine, Simiao
    INTRODUCTION: Gender bias impacts the promotion and tenure of female emergency medicine (EM) physicians and limits their ability to advance in academic rank. Many factors influence the promotion and tenure process including research, evaluations, opportunities for leadership, sponsorship, and mentorship. The goal of this study is to determine if resident evaluations of EM faculty differ by faculty gender. METHODS: A quantitative analysis was used to examine 14,613 teaching evaluations of faculty by residents at a single academic center (The Ohio State University Wexner Medical Center, Columbus) in the years 2017-2019. Anonymized ratings of male and female faculty on a five-point Likert scale were compared using Fischer's exact test and adjusting for multiple comparisons. RESULTS: Male faculty were more likely to hold the rank of Associate Professor or Professor. When taking both faculty gender and rank into account, male Clinical Instructors and Assistant Professors had significantly higher evaluation scores by residents in the domain of resident autonomy than their female counterparts. Regardless of gender or faculty rank, the majority of faculty received scores greater than four. CONCLUSION: A significant gender difference was found in resident evaluation scores of faculty in the domain of resident autonomy at the level of Clinical Instructor and Assistant Professor. Resident autonomy refers to the degree of supervision by faculty which evolves over time and is primarily based on level of training. This is important as it demonstrates a gender difference in scores that could be used to determine faculty compensation and promotion. Evaluation tools used for promotion and tenure of academic faculty should be evaluated for implicit bias and appropriate statistical analysis.