Relevant bibliographies by topics / Female academics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Female academics'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Female academics"

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Ensour, Waed, Hadeel Al Maaitah, and Radwan Kharabsheh. "Barriers to Arab female academics’ career development." Management Research Review 40, no. 10 (2017): 1058–80. http://dx.doi.org/10.1108/mrr-08-2016-0186.

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Purpose Arab female academics struggle to advance within their universities in both academic and managerial ranks. Accordingly, this study aims to investigate the factors hindering Arab women’s academic career development through studying the case of Jordanian academic women. Design/methodology/approach Data were gathered through document analysis (Jordan constitution, Jordanian Labour Law and its amendments, higher education and scientific research law, Jordanian universities’ law and universities’ HR policies and regulations), interviews with 20 female academics and a focus group with 13 female academics (members of the Association of Jordanian Female Academics). Findings The results indicate female academics as tokens facing many interconnected and interrelated barriers embodied in cultural, social, economic and legal factors. The findings support the general argument proposed in human resource management (HRM) literature regarding the influence of culture on HRM practices and also propose that the influence of culture extends to having an impact on HR policies’ formulation as well as the formal legal system. Originality/value The influence of culture on women’s career development and various HR practices is well established in HR literature. But the findings of this study present a further pressure of culture. HR policies and other regulations were found to be formulated in the crucible of national culture. Legalizing discriminatory issues deepens the stereotypical pictures of women, emphasizing the domestic role of women and making it harder to break the glass ceiling and old-boy network.
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Rani Thanacoody, P., Timothy Bartram, Michelle Barker, and Kerry Jacobs. "Career progression among female academics." Women in Management Review 21, no. 7 (2006): 536–53. http://dx.doi.org/10.1108/09649420610692499.

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Allen, Michael. "Pandemic disproportionately affects female academics." Physics World 34, no. 4 (2021): 11i. http://dx.doi.org/10.1088/2058-7058/34/04/14.

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Haslehurst, Paula, Sandra Hopkins, and Michael Thorpe. "‘Not Rewarding’, ‘Not Relevant’, ‘Not Interesting’: Career Choices of Female Economics Students." Economic and Labour Relations Review 9, no. 1 (1998): 108–22. http://dx.doi.org/10.1177/103530469800900105.

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Increasing female participation rates in undergraduate economics programs are not reflected in increasing female representation in the ranks of academic economists. Approximately 42 per cent of undergraduate students are women but the percentage of women participating declines in postgraduate programs and in academic positions in economics departments, where approximately 26 per cent of academics are women. Female representation in the academic labour market has an importance beyond its numbers. A lack of female role models and mentors among academics is one factor that may affect students' motivation and career aspirations. We use the results of a national survey of Australian economics students to assess the relative importance of a number of factors in the career choices for postgraduate and undergraduate students in economics. We assess the factors that make academia an unattractive career choice for females.
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Muflichah, Siti. "Restorying the Experiences of Muslim Women Academics in Indonesian State Islamic Higher Education: A Narrative Inquiry." Journal of Asian Social Science Research 2, no. 2 (2020): 159–74. http://dx.doi.org/10.15575/jassr.v2i2.24.

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In the last three decades, women have been the majority of undergraduate students in Indonesian higher education. However, the story is different when it comes to women as academics in Islamic higher education institutions. Compared to their male colleagues, female academics have unequal academic and lower leadership positions. There is a low percentage of female academics who have achieved the academic positions of associate professors or professors. They also have low productivity in research and publications. This article deals with the inequality facing Muslim women academics in Indonesian state Islamic higher education (Perguruan Tinggi Keagamaan Islam Negeri [PTKIN]). It asks the question: Do these problems happen due to no opportunities given to Muslim women academics to develop their academic career? In doing so, this article uses narrative inquiry as an approach to revealing the story of Indonesian Muslim academics and the voice of Muslim feminists, which is not internationally acknowledged and recognized. It focuses its analysis on the voice and career experiences of a Muslim woman (Muslimah) academic in an Indonesian state Islamic university using the feminist methodology. It aims to portray how and why female academics face unequal academic achievement. Understanding their voice of higher academic promotion is important to solve the problem of the ‘leaking pipeline’ about genderbased representation in university. The article argues that Indonesian Muslimah academics had low representation at academic advancement as they experienced more barriers than their male colleagues.
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Barnett, Katy. "Citation as a measure of ‘impact’: Female legal academics at a disadvantage?" Alternative Law Journal 44, no. 4 (2019): 267–74. http://dx.doi.org/10.1177/1037969x19874847.

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This article discusses whether the demand that law academics show citations by a superior court is disadvantageous to women, using the citations of academic work by the High Court of Australia from 2015, 2016 and 2017. The preliminary data show that male academics were cited much more often than female academics (even for works written after 1999), and academics who were cited were associated primarily with ‘elite’ universities in Australia, England and the United States. The use of citation by superior courts may not really show ‘impact’ but may rather indicate that the common law displays historical and unconscious biases.
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Caz, Çağdaş, and Levent Tanyeri. "The Relationship between Life Satisfaction and Academic Performance: An Example of Sports Science." World Journal of Education 8, no. 5 (2018): 192. http://dx.doi.org/10.5430/wje.v8n5p192.

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Everyday stress, happiness, health status and individual characteristics affect life satisfaction, which, in turn, affectsome other factors. Therefore, high life satisfaction in academics affects their academic performance positively. Theaim of this study is to examine the relationship between sports science academics’ life satisfaction and academicperformance. Study sample consisted of 188 male and 151 female sports science academics working in differentregions. Data were collected using the “Contentment with Life Assessment Scale” (CLAS) developed by Lavallee,Hatch, Michalos & McKinley (2007), and adapted to Turkish language by Akın and Yılmaz (2015), and the“Perceived Academic Performance Scale” developed by Gür (2017). Data were analyzed using descriptive statistics,t-test, one-way variance analysis (ANOVA), Tukey multiple comparison test and correlation test. Results show thatmale academics have better academic performance than female academics. Results show no statistically significantrelationship between life satisfaction and academic performance.
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Obianuju, Okeke-Uzodike, and Vangeli Gamede. "The Dilemma of Unrelenting Workload Amidst Covid-19 Pandemic: An Agenda for University Female Academics." Journal of Research in Higher Education 5, no. 1 (2021): 12–46. http://dx.doi.org/10.24193/jrhe.2021.1.1.

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The dynamic changes in the South African higher education environment have seen academics immersed in increasing workloads to keep up with the university mandate. The outbreak of the Covid-19 pandemic has raised significant challenges for the higher education community and intensified complications related to workload and in particular for female academics. The understanding of the management of workload is pertinent, and therefore the article examines the components of workload and implications of the Covid-19 pandemic for female academics. A descriptive research design and a quantitative research approach were adopted, and data was collected from 54 female academics in an unidentified university in South Africa. The data was analyzed using the Statistical Packages for Social Sciences (SPSS) version 26 and presented using a descriptive and inferential format. Also, the study adopted a systematic review of literature leveraging reputable sources. The findings revealed that (i) time allocation to academic activities of teaching and learning, research, postgraduate supervision, administration matters, community service, and academic citizenship remains a challenge facing universities, and (ii) Covid-19 imposed remote working arrangements resulting in increased workloads, leading to reduced research productivity and inability to achieve work-life balance for the female academics. The results of the study highlight the need for institutional review and policy development on the academic workload management system to ensure work-life balance for the female academics and output maximization for the university, especially during a pandemic.
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Tharenou, Phyllis. "Why So Few Female Senior Academics?" Australian Journal of Management 19, no. 2 (1994): 219–28. http://dx.doi.org/10.1177/031289629401900206.

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Abbott, Alison. "Plea for female academics in Germany." Nature 393, no. 6684 (1998): 402. http://dx.doi.org/10.1038/30804.

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Dissertations / Theses on the topic "Female academics"

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Yumba, Wyclliiffe. "The Experiences of the Swedish Female Academics and their Struggles to Succeed." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-81901.

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The purpose of this study is to investigate the experiences of academic women in order to gain an in depth understanding of factors that encourage and discourage their career advancement. A qualitative design and a Feminist standpoint framework guided the study. 11 faculty members from different faculties were interviewed in this study: eight female academics and three male academics from three Swedish universities: Linköping, Örebro and Stockholm. The study looked at the factors that encourage women academics career advancement such as: personal, family and academic factors. While, factors that discourage their career advancement have been also discussed and such factors are: the lack of support, network and mentorship; the reconciliation of the private life and the professional life; the lack of time: excess academic and administrative workloads. The results of this study also revealed that the lack of academic support, mentorship and the combination of family and work duties appeared to be the greatest barriers for the career advancement of the female academics. study concludes that despite the Swedish government countless series of measures and reforms to improve gender equality and equal opportunity in higher education, the number of female academics in the top ranking especially professorship is still very low and the career progression is also slow compared to their male counterpart.
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Albouss, Faleh. "Postfeminism and Middle Eastern female academics in UK universities : a discursive analysis." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/62594/.

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This thesis explores how Middle Eastern Female Academics appropriate postfeminist discourses emphasising choice, agency and individual decision-making to account for their work experiences in British universities. In looking at their accounts of their academic work experiences, the thesis highlights how they downplay inequality - a contrast to much of the existing literature on gender and the academy which suggests that all women and in particular women of colour, face multiple levels of exclusion in university workplaces characterised by a masculine norm. Approaching postfeminism as a discursive formation and using it as a critical concept to interpret the data, the analysis identifies four interpretive repertoires drawn on by 20 female academics of Middle Eastern origin within the context of in-depth interviews. These include (1) individualism, choice and empowerment, (2) 'natural' sexual difference, (3) retreatism - western tradition of working mothers, (4) retreatism - Middle Eastern tradition of extended family of origin. Through use of these interpretive repertoires the respondents firstly deny experiences of inequality and secondly constitute an academic "feminine" identity derived from the co-existence of masculine and feminine behaviours as follows: (1) the independent academic woman, (2) the academic mother - western tradition, and (3) the traditional Middle Eastern academic. As the thesis takes a discursive approach, these identities are not treated as fixed and stable rather they are understood as being constructed through postfeminist discourses and constantly negotiated with work colleagues and others. Thus, the identified academic femininities are understood in processual terms as something MEFA 'do' or 'perform' as opposed to being a static attribute they 'have' (Benwell & Stokoe, 2006). Identification of these interpretive repertoires and the three academic femininities demonstrates the following: first, that similar to their white, western colleagues, Middle Eastern Female Academics draw on the discursive formation of postfeminism and that their use of postfeminist discourses shapes how they configure and speak about their academic work experiences. Second, Middle Eastern Female Academics constitute academic identities within postfeminism. Third, our understanding of tradition as an element of the postfeminist discursive formation needs to be expanded to include domestic responsibilities attached to family of origin as well as domestic responsibilities connected to motherhood.
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Alnassar, Nouf Saad. "Investigating the impact of cultural, gender and professional design considerations on employee productivity : case study of female academics in Saudi female universities." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14520.

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Past research has confirmed that workplace design affects employee productivity. It is known to affect the employees both psychologically and professionally. Past researchers have looked at it from ergonomic, architectural and other perspectives. However, this research is limited to certain professions such as nursing and construction. However, the research indicates that sing workplace design it is possible to improve productivity of employees in other professions as well. This research aims to focus on how workplace designs can improve productivity of teachers. Teaching is an intellectual/ non manual work and hence design considerations for teachers should be more psychological in nature. Little research has been conducted on improving workplaces designs for non manual workers. Also past research has not paid sufficient attention to gender aspects of workplace design. This research looks at how designers’ consideration of culture, gender and profession of the occupants at the time of designing will affect employees’ perception of the psychological, social and functional quality of their workplace and consequently their productivity. This research primarily fills three gaps in existing literature: Firstly, it focuses on gender of occupants and how considering this during workplace design can affect the productivity of employees. Secondly, it looks at impact of workplace design on teachers, who carry out intellectual non manual work. Thirdly, this study is conducted in context of Saudi Arabia with an aim to reduce the scarcity of similar research in context of Saudi Arabia. Data or this research was collected in two stages. Firstly, female academics provided self-observation data in form of comments using a mobile app which was developed specifically for the purpose of this research. This data was quantified using thematic analysis approach and quantified data was analysed using regression analysis. The second aspect of this research included collecting quantitative data using semi-structured interviews with designers who have worked on designing all-female universities in Saudi Arabia. This research finds that by taking cultural, gender and professional factors into consideration it is possible to improve the social, psychological and functional experience of occupants of the workplace and this is likely to improve their ability to achieve organisational and personal objectives. This research, thus concludes that cultural, gender and professional consideration affect the employees; ability to contribute to employees’ and organisational outcomes.
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Lyons, Sophia Welma. "Gender Perceptions Of Factors Affecting The Career Advancement Of Female Academics In South Africa." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/79272.

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Background and aim: In several universities, the academic staff complement is dominated by men, regardless of the implementation of employment equity. The fact that the integration of women at all levels of academia is so slow is seen as a serious problem in some countries (Badat, 2010; Rogg, 2001). Koen (2003) stated that, regardless of the endeavours to promote staff equity, there are considerable differences in gender and race representation, and women and blacks are overrepresented in lower-ranked jobs. Women still remain underrepresented at senior levels, also in South African universities. Studies have found that women come across explicit complications in trying to build successful careers in academia (Ismail, Rasdi, & Wahat, 2005; Prozesky, 2008). The main purpose of the present study was to explore the differences in the perceptions of the genders regarding factors that affect the career advancement of female academics in South African higher education institutions (HEIs). Method: Convenience sampling was used for this study. The Career Advancement Questionnaire for Women, developed by Zhong (2006), was distributed to male and female academics in South African HEIs. It was used to determine the facilitating factors, constraining factors, and gender issues affecting female academics’ career advancement Results: • Female and male academics were in agreement on factors that facilitate women’s career advancement. Our findings indicate that the main facilitating factors for female academics’ career advancement are job knowledge, attitude toward work, and effective communications skills. • Male and female respondents were in disagreement on the factors that constrain women’s career advancement, although both groups agreed that there are high-level constraining factors that have a negative impact on female academics’ career advancement. • Male and female respondents were in disagreement that certain gender issues prevent women’s career advancement. Both the null and alternative hypotheses were partially accepted with reference to the following: • There are significant differences between the gender groups in terms of the facilitating factors affecting the career advancement of female academics. • There are significant differences between the gender groups in terms of the constraining factors affecting the career advancement of female academics. • There are significant differences between the gender groups in terms of the gender issues affecting the career advancement of female academics. Practical relevance: As far as could be determined, not many studies of this kind have been done in South Africa to date. The benefit of the present study, from a theoretical perspective, is that it will contribute to the body of knowledge on the career advancement of female academics. Unlike previous studies that only focussed on other countries or other industries, the present study examined the specific factors that affect the career advancement of female academics in South African HEIs. The practical contribution of this study is that it gained insight into the perceptions of male and female academics regarding factors that constrain and facilitate female academics’ career advancement. By identifying the most common constraining and facilitating factors, recommendations could be made to HEIs to improve female academics career advancement.<br>Dissertation (MCOM)--University of Pretoria, 2013.<br>Human Resource Management<br>MCOM<br>Unrestricted
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Johnson, Janice V. "Impact of racism and new managerialism on black female academics in English post-1992 universities." Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/622485.

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This thesis focused on the impact of racism and new managerialism on Black female academics in English post-1992 universities. The study explored the extent to which the changing environment of higher education institutions (HEIs) and the ethos and practice of new managerialism had affected the professional lives of Black academic females and how the consequences of new managerialism were being experienced in their daily academic lives. Semi-structured interviews were used to obtain qualitative data about the experiences of seventeen African and Caribbean participants in English post-1992 universities, mainly from business schools or health and social-sciences faculties. The critical race theory conceptual framework was used as an analytical and interpretive structure for understanding their experiences. The findings revealed that new managerialism changes contributed to increased levels of racism encountered by these Black female academics. Racism was endemic and embedded within their HEIs and demonstrated in overt and subtle ways, using micro-aggressions, micro-politics and varying agents, ensuring that racism remained rooted and positioned at different levels. Race was more prevalent in these women’s’ experiences than they had expected. The study discovered that these Black female academics perceived their progression and development as being negatively affected because of new managerialism practices and the inability of their respective HEIs to formulate and implement effective policies of equality and diversity. The HEIs’ neo-liberal policies of fairness, neutrality and meritocracy were experienced as rhetoric rather than practice and as not beneficial to those needing protection. The findings suggest that HEIs and human resource (HR) departments need more effective equality and diversity policies which incorporate a community diversity mind-set, influenced by the ethical codes of their professional HR body. There is also a need for HEI staff across all ethnic groups to be engaged in conversation, information-sharing and communication about racial issues so that Black female academic racialised work experiences can be improved.
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Ragadu, Suzette C., and Suzette C. Minnaar. "Transformation in higher education : receptions of female academics at a distance education institution of higher education." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.

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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007.<br>Females in academia remain concentrated in lower level positions, with limited and often no decision-making power. However, this is not only a South African phenomenon but it is also evident in the position of female academics in the United Kingdom, the United States and New Zealand. Within the South African context, higher education institutions are in a process of transformation and change in order to integrate with social transformation and change. Therefore, the Department of Education mandated certain higher education institutions to transform and merge, with implications for their human resource management. Universities are regarded as complex organisations and this complicates the management and leadership of such institutions. Moreover, South Africa has passed legislation (e.g. the Higher Education Act) that impacts its human resource management and the manner in which higher education institutions are transformed and managed. Higher education institutions employ the principles of corporate management and therefore the distinction between management and leadership is highlighted. Communication is discussed as a tool thereof and the differences of males and females in this regard are emphasised. The status of female academics in South Africa is discussed and the perceptions of female academics with regard to the dimensions used in the empirical inquiry are highlighted. The empirical inquiry gauged how females occupying academic positions at a South African distance education university perceived the management process of institutional transformation. The perceptions of female academics with regard to five dimensions: management and leadership; communication; diversity and employment equity; and transformation and change were gauged and compared to the perceptions of male academics and that of female professional/administrative personnel. It was found that female and male academics were relatively positive with only one significant difference: their perceptions of communication at the institution. There were also significant differences in the perceptions of white and of black female academics. Furthermore, when female academics were compared to female professional/administrative personnel, there were significant differences: female academics held generally more positive perceptions than those of female professional/administrative personnel. In addition, there was evidence of an ageing workforce.
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Almehmadi, Fatmah M. S. "Interaction with information in work and everyday life contexts : a qualitative study of the information behaviour of Saudi female academics." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/20040.

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This study aims to investigate Saudi female academics' information behaviour (IB) within their work and everyday life contexts. A qualitative research approach was adopted to investigate the range of information behaviour that the research participants engaged in. The data for this study were collected via in-depth semi-structured interviews and diaries. Participants' accounts were then subject to a rigorous thematic data analysis process. The research findings indicated that female academics who participated in this study engaged in three main categories of information behaviour: information acquisition, information avoidance, and information sharing. The motivations and the strategies associated with each category have been depicted in a taxonomy of information behaviour. In addition, a detailed analysis of participants' IB as an action-oriented process has been presented visually, leading to the development of a model that depicts IB as a contextual process.
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Felemban, Amal Burhan A. "Women academics in Saudi Arabia A case study of the constraints on female professional advancement in a traditionalist society." Thesis, Swansea University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497202.

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Tarusikirwa, Moffat. "Understanding the social and institutional factors related to the retention and progression of selected female academics in four higher education institutions in Zimbabwe." University of the Western Cape, 2011. http://hdl.handle.net/11394/8479.

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Philosophiae Doctor - PhD<br>This study set out to investigate the social and institutional factors which impact on the retention and progression of female academics in four universities in Zimbabwe. Drawing on a qualitative research methodology the aim of the study was to understand seeking to unpack the factors that shape the low representation of female academics in occupational spheres, the study finds unequal gender-based patterns in Zimbabwean society as a key condition that finds its way into the four institutions. In this regard, the patterns and shape of gender relations, based on the principles of kinship, become the platform for unequal relations among male and female academic staff. This manifests itself in different ways, including the (negative) role played by the extended kin family in the progression of married women academics to higher level management posts, resistance to women's authority by both men and women, the culture of male domination within institutions which works to the disadvantage of female academics and stereotypical behaviour by men within the institutions stand the social and institutional factors related to the retention and progression of female academics in four institutions in Zimbabwe.
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Chitsamatanga, Bellita Banda. "An investigation into the perceptions of female academics on their career development: a comparative study of South African and Zimbabwean universities." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/d1019735.

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This study investigated the perceptions of female academics on their career development in South African and Zimbabwean universities. The study attempted to unravel the story of the female academics which must be heard but is seldom accorded the space within the academia. The interpretive paradigm was utilised in this study because it focuses on individual perceptions and experiences. In addition a qualititative approach was employed for the collection of data since it allowed for triangulation of data collection techniques so as to gain in-depth and rich information on the career trajectory of female academics in South African and Zimbabwean universities. Therefore, semi-structured interviews, focus group interviews and document analysis were employed. The participants were purposively selected for the sample of this study and comprised of 5 senior female academics from each university and 5 junior female academics also representing each university respectively. Thematic content analysis was used to analyse data and this was carried out in line with the research questions, aims and objectives of the study. Through the participants' answers from both universities under study, a transcript was formulated, coded and categorised in view of the career development of female academics in South African and Zimbabwean universities. It was discovered from the data that the female academics still encounter a number of challenges with regard to their career mobility both in and out of academia inter alia, (1) gender stereotyping and male domination (2) knowledge retention (3) lack of mentorship and organisational support especially through funding and professional staff development programmes (4) lack of female solidarity (5) under-representation of female academics (6) teaching workloads and research publications and (7) lack of family support, were illuminated by the participants as common fixtures that hinder their career development in academia. Moreover, there were variances in both universities under study especially with relations to funding, gender policies in place and male domination. Consequently, the above mentioned factors were more pronounced in Zimbabwean universities than in South African universities. As a result, emphasis was that both South African and Zimbabwean universities have to draw a line between theory and practice especially on the professional staff development programmes that are offered to the academics. A crucial observation was made by the researcher on how most of the participants from both universities under study had negotiated their roles as mothers, wifes, academic and sisters in a bid to realise career growth, such that striking a balance between work and family posed a continuous hindrance their career development. As a result, hard work, commitment, confidence, self-assertiveness and sacrifice cut across both universities as strategies used if the battle of career development of female academics had to be won. In sum, this study attempted to illuminate the perceptions and experiences of female academics and what it means to be a female academicin the 21st century universityn and why there is a need to create, cultivate and have a conducive and supportive working environment. Moreover, promotion of knowledge expansion and sharing, gender equity and equality needs to be employed by both universities under research. Additionally, the professtional staff development programmes offered need to be conducted by qualified and experienced personnel in a bid to avoid repetition of workshops and training programs. Furthermore, formalisation of mentoring and role modelling should also be employed by South African and Zimbabwean universities. Lastly, the study recommended that there is a need for universities source out resources for its academics if there are to produce well rounded scholars who will be able to experience career development.
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Books on the topic "Female academics"

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Madden, Kirsten K. Bibliography of female economic thought to 1940. Routledge, 2004.

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Woodcock, Louise. Female librarians & ICT: A comparitive study of the public & academic sectors. University of Central England in Birmingham, 1999.

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1954-, Sietz Janet A., and Pujol Michèle A. 1951-, eds. Bibliography of female economic thought to 1940. Routledge, 2004.

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Management, education and leadership: Comparison of the attitude of male and female academic staff ... Institute of Advance and Strategic Studies, 2006.

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Endaweke, Yalew. Academic achievements, drop out, and repetition rates of female students in some selected schools of Addis Ababa. Forum on Street Children Ethiopia, 1997.

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Bogart, Karen. Solutions that work: Identification and elimination of barriers to the participation of female and minority students in academic educational programs. Anne Steinmann Institute of Maferr Foundation, 1990.

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Bytosti odnikud: Metamorfózy akademických principů v malbě první poloviny 20. století v Čechách. Academia, 2008.

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Lukasik, Gail. The lost artist. Five Star, 2012.

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Watteeuw, Lieve, and Hannah Iterbeke, eds. Enclosed Gardens of Mechelen. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789463720724.

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During the Late Middle Ages a unique type of ‘mixed media’ recycled and remnant art arose in houses of religious women in the Low Countries: enclosed gardens. They date from the time of Emperor Charles V and are unique examples of ‘anonymous’ female art, devotion and spirituality. A hortus conclusus (or enclosed garden) represents an ideal, paradisiacal world. Enclosed Gardens are retables, sometimes with painted side panels, the central section filled not only with narrative sculpture, but also with all sorts of trinkets and hand-worked textiles.Adornments include relics, wax medallions, gemstones set in silver, pilgrimage souvenirs, parchment banderoles, flowers made from textiles with silk thread, semi-precious stones, pearls and quilling (a decorative technique using rolled paper). The ensemble is an impressive and one-of-a-kind display and presents as an intoxicating garden. The sixteenth-century horti conclusi of the Mechelen Hospital sisters are recognized Masterpieces and are extremely rare, not alone at a Belgian but even at a global level. They are of international significance as they provide evidence of devotion and spirituality in convent communities in the Southern Netherlands in the sixteenth century. They are an extraordinary tangible expression of a devotional tradition. The highly individual visual language of the enclosed gardens contributes to our understanding of what life was like in cloistered communities. They testify to a cultural identity closely linked with mystical traditions allowing us to enter a lost world very much part of the culture of the Southern Netherlands. This book is the first full survey of the enclosed gardens and is the result of year-long academic research.
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A, Welsch Kathleen, and Zandy Janet 1945-, eds. Those winter Sundays: Female academics and their working-class parents. University Press of America, 2005.

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Book chapters on the topic "Female academics"

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Cárdenas-Poveda, Diana Carolina, Nolly Castañeda-Ibañez, and Alejandra Rizo-Arévalo. "Female Leadership: A Case of Neuropsychological Research in Colombia." In Sustainable Leadership for Entrepreneurs and Academics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15495-0_12.

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Kimoto, Naomi. "Gender Bias: What Has Changed for Female Academics?" In The Changing Academic Profession in Japan. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09468-7_6.

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Mifsud, Denise. "Introduction: The Positioning and Making of Female Academics—A Review of the Literature." In Palgrave Studies in Gender and Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26187-0_1.

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Papadimitriou, Antigoni. "Female Academics in Greek Higher Education: Issues of Organizational Change, Economic Crisis and Social Responsibility." In The Changing Role of Women in Higher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42436-1_6.

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Lewis, Brittany. "Yearning: Black Female Academics, Everyday Black Women/Girls, and the Search for a Social Justice Praxis." In Broadening the Contours in the Study of Black Politics. Routledge, 2017. http://dx.doi.org/10.4324/9781315081939-7.

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Mthiyane, Ncamisile P., Zanele Heavy-Girl Dube-Xaba, Maserole Christina Kgari-Masondo, and Fumane P. Khanare. "(UN)trapped? Transformative Voices of Four Black Female “Novice” Academics in a South African Higher Education Institution." In Transformation of Higher Education Institutions in Post-Apartheid South Africa. Routledge, 2019. http://dx.doi.org/10.4324/9781351014236-4.

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Santiago, Rui, Teresa Carvalho, and Agnete Vabø. "Personal Characteristics, Career Trajectories and Sense of Identity Among Male and Female Academics in Norway and Portugal." In Effects of Higher Education Reforms. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-016-3_15.

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Micozzi, Alessandra, Francesca Micozzi, and Pierpaolo Pattitoni. "Fostering Female Entrepreneurship in Academic Spin-offs." In International Studies in Entrepreneurship. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17713-7_3.

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Gregg, Melissa. "Technical Female: A Gender Studies Academic in Silicon Valley." In Academic Writing and Identity Constructions. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01674-6_9.

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Skurzewski-Servant, Missy, and Marilyn J. Bugenhagen. "Career Navigation of Female Leaders in Higher Education." In Surviving Sexism in Academia. Routledge, 2017. http://dx.doi.org/10.4324/9781315523217-23.

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Conference papers on the topic "Female academics"

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Strydom, Kariena. "DIVERSITY CHALLENGES FOR FEMALE ACADEMICS IN SOUTH AFRICA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0683.

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"Marriage and Family from the Perspective of Young Female Malay Academics." In International Conference on Law, Management and Humanities. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed0614012.

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Carvalho, Teresa, Sónia Cardoso, and Maria João Rosa. "CHANGES IN HIGHER EDUCATION INSTITUTIONS: DO FEMALE ACADEMICS SEE THE GLASS HALF FULL?" In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0250.

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Sepúlveda-Páez, Geraldy, and Carmen Araneda-Guirriman. "WOMEN FACULTY AND SCIENTIFIC PRODUCTIVITY IN LATIN AMERICAN CONTEXT: EVIDENCE FROM CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end026.

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Since the 19th century, the position of women in the context of higher education has undergone multiple changes, although their incorporation has not been a simple or homogeneous task. Currently, women face new consequential challenges of a globalized world and the notion of market education that characterizes institutions nowadays. One of the great challenges is related to the under-representation of women in senior research positions (Aiston and Fo, 2020). In this context, new standards have been established to measure the productivity, quality, and effectiveness of teachers, specifically scientific productivity has been internalized as an indicator of professional progress, the type of publication, its impact, and the citation rates today. They have special relevance, where many times achieving high scientific productivity is very complex for academics who do not access the teaching staff early (Webber and Rogers, 2018). Furthermore, it is very difficult for academic women to maintain high levels of productivity constantly both at work and home (Lipton, 2020). In this sense, the principles that encourage academic productivity increase competition among teachers and reinforce gender inequalitiestogether with a valuation of male professional life (Martínez, 2017). Indeed, the participation of women in sending articles is much lower than their male counterparts (Lerback and Hanson, 2017). Therefore, the present study aims to visualize the participation of Chilean academics in current productivity indices, based on the description of secondary data obtained from the DataCiencia and Scival platforms. The sample consists of 427 people, of which 17.3% were women, with an average of 10 publications for the year 2019. To achieve the objectives, the following strategy was developed: 1) describe and interpret the secondary data obtained during the year 2019 on each of the platforms. 2) Compare the data obtained to national averages and type of institution and gender. Based on the analyzes, the implications of female participation in the number of women observed at the national level and their position in international indicators and new lines of research are discussed.
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Craig, Annemieke, Catherine Lang, and Julie Fisher. "Twenty Years of Girls into Computing Days: Has It Been Worth the Effort?" In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3221.

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The first documented day-long program to encourage girls to consider computing as a career was held in 1987 in the U.K. Over the last 20 years these one-day events, labeled Girls into Computing days, have been conducted by academics and professionals to foster female-student interest in information technology (IT) degrees and careers. This paper charts the growth and popularity of these types of events internationally and questions their effectiveness. The format of Girls in Computing days varies from giving students hands-on experiences with technology to exposure to women in the industry through seminars and presentations. They are mostly aimed at girls in the 12-16 year old age bracket. The underlying assumption of these events is that female students are not choosing IT degrees and careers because of a limited awareness of what an IT degree and career involves. The absence of any longitudinal evaluation on the success of Girls into Computing events is a glaring oversight. Success of previous events conducted in the UK, USA, and Australia has been evaluated mainly through pre-event and post-event attitudinal type surveying of students. These have all been positive, but any long-term attitudinal change has not been measured and some researchers suggest that the effects of Girls in Computing days have been negligible, a suggestion supported by a continued decline in female IT higher education enrolment statistics in all these countries.
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Miliszewska, Iwona, Gayle Barker, Fiona Henderson, and Ewa Sztendur. "The Issue of Gender Equity in Computer Science - What Students Say." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2986.

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The under-representation and poor retention of women in computing courses at Victoria University is a concern that has continued to defy all attempts to resolve it. Despite a range of initiatives created to encourage participation and improve retention of females in the courses, the percentage of female enrolments has declined significantly in recent years, from 32% in 1994 to 18% in 2004, while attrition rates soared to 40% in 2003. A recent research study investigated these negative trends with respect to gender equity in computing courses: of interest was the possibility of gender bias in the learning environment and its impact on female attrition rates. Focus groups and surveys involving computing students of both genders were used as data collection tools in the study. The overall findings from the focus groups were rather surprising, as they yielded no strong indication of gender bias in the learning environment of the computing course; this applied to the logistical arrangements, academic staff, pedagogical methods, and course content. The thesis that the existence of gender bias in the learning environment contributes to high attrition rates of females in computing courses was not sufficiently supported. While the fact that students, both male and female, found their learning environment gender neutral was comforting, the realization that reasons other than gender bias drove females away from the computing course was not. High attrition rate of females remains the reality. Possible explanations of this phenomenon were suggested by the focus groups, and the search for confirmation of these indications and discovery of other contributing factors continued.
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Kraszewska, Marzena. "Portrayals of female academicians and students in chosen female academic novels." In The 6th International Virtual Conference on Advanced Scientific Results. Publishing Society, 2018. http://dx.doi.org/10.18638/scieconf.2018.6.1.467.

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Kik, Fei Jiu. "WOMEN-LED FILMS: DIFFERENT FEMALE REPRESENTATIONS IN POPULAR CINEMAS." In 46th International Academic Conference, Rome. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.046.010.

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Camacho, Angela. "Measuring Female Progress in Academic Work in Colombia." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128286.

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Vuković, Ksenija. "HOW GEM REPORTS POSITION FEMALE ENTREPRENEURS: A CRITICAL DISCOURSE ANALYSIS." In 56th International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2020. http://dx.doi.org/10.20472/iac.2020.056.015.

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Reports on the topic "Female academics"

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Deryugina, Tatyana, Olga Shurchkov, and Jenna Stearns. COVID-19 Disruptions Disproportionately Affect Female Academics. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w28360.

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Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003247.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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Busso, Matías, and Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003565.

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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.
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Quak, Evert-jan. The Link Between Demography and Labour Markets in sub-Saharan Africa. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/k4d.2021.011.

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This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how demography affects labour markets (e.g. entrants, including youth and women) and labour market outcomes (e.g. capital-per-worker, life-cycle labour supply, human capital investments) in the context of sub-Saharan Africa. One of the key findings is that the fast-growing population in sub-Saharan Africa is likely to affect the ability to get productive jobs and in turn economic growth. This normally happens when workers move from traditional (low productivity agriculture and household businesses) sectors into higher productivity sectors in manufacturing and services. In theory the literature shows that lower dependency ratios (share of the non-working age population) should increase output per capita if labour force participation rates among the working age population remain unchanged. If output per worker stays constant, then a decline in dependency ratio would lead to a rise in income per capita. Macro simulation models for sub-Saharan Africa estimate that capital per worker will remain low due to consistently low savings for at least the next decades, even in the low fertility scenario. Sub-Saharan African countries seem too poor for a quick rise in savings. As such, it is unlikely that a lower dependency ratio will initiate a dramatic increase in labour productivity. The literature notes the gender implications on labour markets. Most women combine unpaid care for children with informal and low productive work in agriculture or family enterprises. Large family sizes reduce their productive labour years significantly, estimated at a reduction of 1.9 years of productive participation per woman for each child, that complicates their move into more productive work (if available). If the transition from high fertility to low fertility is permanent and can be established in a relatively short-term period, there are long-run effects on female labour participation, and the gains in income per capita will be permanent. As such from the literature it is clear that the effect of higher female wages on female labour participation works to a large extent through reductions in fertility.
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Herbert, Sian. Covid-19, Conflict, and Governance Evidence Summary No.30. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.028.

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This fortnightly Covid-19 (C19), Conflict, and Governance Evidence Summary aims to signpost the UK Foreign, Commonwealth and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on C19, to inform and support their responses. Based on the feedback given in a recent survey, and analysis by the Xcept project, this summary is now focussing more on C19 policy responses. This summary features resources on: how youth empowerment programmes have reduced violence against girls during C19 (in Bolivia); why we need to embrace incertitude in disease preparedness responses; and how Latin American countries have been addressing widening gender inequality during C19. It also includes papers on other important themes: the role of female leadership during C19; and understanding policy responses in Africa to C19 The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs &amp; news articles. It is the result of one day of work, and is thus indicative but not comprehensive of all issues or publications.
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MacDonald, Keir. COVID-19, Global Value Chains, and the Impact on Gender: Evidence from the Garment and Electronics Sectors in Asia. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.074.

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This report analyses the impact of COVID-19 on women in the global garment and electronics value chains, with a focus on women working in production in Asia. Building on a previous K4D assessment of COVID-19 and its implications for global value chains (Quak, 2020), this report addresses the need to understand how COVID-19 specifically impacts women in global value chains. The report seeks to answer the question “how have male and female workers been affected differently by the COVID-19 pandemic, particularly regarding employment and the ability to work differently?”. The review presented is based on existing evidence of the gendered impacts of COVID-19 on the garment and electronics value chains in Asia and draws on both academic and grey literature. At the time of research (March 2021), the evidence was relatively sparse, frequently relying on initial surveys completed early on in the pandemic. In addition, data disaggregated by gender is rare. Where these data are not available, our approach is to synthesise what we know about the impact of COVID-19 with what we know about the nature of gender in the garment and electronics sectors and to conclude the likely impacts of COVID-19 on gender.
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National report 2009-2019 - Rural NEET in Turkey. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrtr.2020.12.

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This report describes the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Turkey. To achieve this goal, the report portrays indicators of youth population, youth employment and unemployment, education and NEETs distribution. Since the urban/rural distinction is not clear in Turkey, the overtime change in the status of the Rural NEETs can-not be analysed.The adopted statistical procedures across the different selected dimensions involves descriptive longitudinal analysis, using graphical displays (e.g., overlay line charts) as well as the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019 and 2009 and 2019. These time ranges were chosen to capture the indi-cators evolution before and after the economic crisis that hit European countries. All data was extracted from Eurostat public datasets, in addition we also used the statistics provi-ded by the Statistical Institute of Turkey, in addition to some academic works.The analyses show that Turkey has an ageing population, and that the share of the youth in the population declined over years. The relatively younger population of Turkey has pre-viously always been accepted as an advantage, but this advantage has disappeared with declining birth rates. The transition to a new administrative system in 2012 prevents a de-tailed analysis of the situation of rural NEETS. However, the available data shows that there is a significant gender gap and the lower levels of female labour force participation has led to the emergence of the NEETs as a gendered problem.
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