This chapter provides an introduction to the study, discusses various definitions of success in promoting a gendered agenda in higher education (HE) and outlines the methodology. It then examines gender indices and the national context, and the labour force participation of women. Next, it explores HE and gender equality, and both external and internal strategies for achieving gender equality in universities. Finally, it briefly outlines the structure of the book.
This book examines higher education institutions that exemplify gendered success whether in terms of the presence of women in senior positions or attempts to change a gendered organisational culture. It reflects a global perspective, drawing on case studies from eleven countries: Australia, Austria, Ireland, India, New Zealand , Portugal, South Africa, Sweden, Turkey, United Arab Emirates, and the United Kingdom. In each country an organisation has been selected that demonstrate best practice in terms of gendered outcomes or processes. Gendered Success in Higher Education highlights both the importance and the limitations of indicators such as the proportion of women in senior positions. It proposes a new gender agenda, identifies the factors that need to be included in a model of gendered change, and provides important insights into the nature of gendered change globally and how it can be achieved.