| 1. |
- Amundsdotter, Eva, 1961-
(författare)
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Att stanna upp : ett frirum för att se nya sätt
- 2020
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Ingår i: Perspektiv på handledning för ledare i förskola och skola. - Malmö : Gleerups Utbildning AB. - 9789151102573 ; , s. 103-121
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Andersson, Susanne, 1956-, et al.
(författare)
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Aktionsorienterad genusforskning för en genusmedveten akademi
- 2021
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Ingår i: Tidskriften för genusvetenskap. - : Amnesforeningen for genusvetenskap. - 1654-5443 .- 2001-1377. ; 42:1, s. 35-56
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Tidskriftsartikel (refereegranskat)abstract
- I den här artikeln presenterar vi hur ansatsen aktionsorienterad genusforskning kan användas vid ett förändringsarbete för att åstadkomma en genusmedveten akademi. Ansatsen har tidigare utvecklats inom flera olika forsknings- och utvecklingsprojekt såväl inom näringsliv som offentliga organisationer. Artikeln visar hur ansatsen även kan tillämpas inom akademin. Aktionsorienterad genusforskning har en förankring dels i den genusvetenskapliga forskningen som studerar hur genus görs i organisationer, dels i den pedagogiska teoribildningens aktionsorienterade gren som arbetar med lärande i och utveckling av organisationer. Metodologin för förändringsarbetet utmärks av att arbeta med gruppen som metod och då framför allt med en grupp av chefer; kvinnor och män med formell makt i organisationen. Ytterligare karaktäriseras ansatsen av två modeller som även de har en förankring i genus- respektive aktionsforskning. Ansatsens förändringsmodell består av tre processer: framkallning, mobilisering och förändring (Amundsdotter 2009). De deltagande cheferna arbetar initialt med att framkalla, d v s synliggöra genusordningen. Därefter påbörjas en mobilisering för förändring genom utarbetande av strategier. Strategierna omsätts efterhand i konkreta förändringsarbeten på den egna arbetsplatsen. Den genusteoretiskt förankrade modellen som ingår i ansatsen har hämtat inspiration från Acker (1992) och består av fyra processer: struktur, symboler och föreställningar, interaktion samt personligt identitetsarbete. Denna senare modell har tillämpats i de lärande- och förändringsprocesser som organiseras, så att det går att fokusera på såväl kvantitativa som kvalitativa aspekter av hur genus görs.Syftet med denna artikel är att presentera ansatsens teoretiska och metodologiska grunder samt att visa hur ansatsen tillämpats inom akademien. Därutöver beskrivs vilka resultat som framkommit vid två svenska universitet med ambitionen att åstadkomma en genusmedveten akademi.
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| 3. |
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| 4. |
- Snickare, Lotta, et al.
(författare)
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Fra biologi til strategi – utvikling av en ledelsesgruppe
- 2021. - 1
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Ingår i: <em>Likestilling i academia – fra kunnskap til endring</em>. - Oslo : Cappelen Damm Akademisk. ; , s. 275-302
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Bokkapitel (refereegranskat)abstract
- Research on gender equality projects emphasizes gender equality as a management responsibility, but not many studies focus on how management can organize and implement the process in order to achieve sustainable change. What should the team actually do? How does the team need to develop in order to be capable of doing what needs to be done? The analysis in this chapter is based mainly on qualitative material in the form of interviews and notes from five workshop days with the management team at the Faculty of Mathematics and Natural Sciences at Oslo University. The data show how the methods and tools that the management team acquired in the workshops have not only given the team members knowledge in the areas they addressed during the workshops, but also the confidence to determine how to proceed in new areas. The concept of sensegiving (cf. Weick & Quinn, 1999) is used to discuss their role in gender equality work. Since gender equality and inequality are done through everyday actions in the organization’s processes, the entire organization needs to be invested in any changes. The management team can approach sensegiving by legitimizing the perception of the organization as not being gender equal and by demonstrating how a gender equality perspective can be integrated in the organization’s structures and processes.
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| 5. |
- Snickare, Lotta, et al.
(författare)
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Fra motstand til endring? - Endringsprosesser i organisasjonen
- 2021. - 1
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Ingår i: <em>Likestilling i akademia – fra kunnskap til endring</em>. - Oslo : Cappelen Damm Akademisk. ; , s. 303-328
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Bokkapitel (refereegranskat)abstract
- Management is often identified as the key to success when changing an organization. In chapter ten, the role of the management team in gender equality work is analysed, as well as what the team needs in order to address these issues. But has the faculty management team’s commitment to gender equality work had any effects on the organization? Has the discourse changed? Are things done differently? This chapter analyzes the effects of the management team’s efforts by studying a seminar series for PhD supervisors. The series consists of two parts: five seminars before the management team embarked on gender equality work, and seven seminars after. The data show that when the management team clearly stated that gender-related challenges remained within the faculty and offered a theoretical approach and method for the organization’s gender equality work, the seminar discussions moved from resistance, denial and ambivalence, to an interest in understanding one’s own role and potential for improving gender equality. When the management team contributed to the knowledge base through education in gender perspectives and offered a method for the organizational work that all employees could apply in their everyday activities, this opened opportunities for change at all levels in the organization.
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| 6. |
- Snickare, Lotta, et al.
(författare)
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From Biology to Strategy : The Development of a Management team
- 2022
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Ingår i: Gender Equality in Academia. - Oslo : Cappelen Akademisk Forlag. ; , s. 295-321
-
Bokkapitel (refereegranskat)abstract
- Research on gender equality projects emphasizes gender equality as a management responsibility, but not many studies focus on how management can organize and implement the process in order to achieve sustainable change. What should the management team actually do? How does the team need to develop in order to be capable of doing what needs to be done? The analysis in this chapter is based mainly on qualitative material in the form of interviews and notes from five workshop days with the management team at the Faculty of Mathematics and Natural Sciences at Oslo University. The data show how the methods and tools that the management team acquired in the workshops have not only given the team members knowledge in the areas they addressed during the workshops, but also the confidence to determine how to proceed in new areas. The concept of sensegiving (cf. Weick & Quinn, 1999) is used to discuss their role in gender equality work. Since gender equality and inequality are done through everyday actions in the organization’s processes, the entire organization needs to be invested in any changes. The management team can approach sensegiving by legitimizing the perception of the organization as not being gender equal and by demonstrating how a gender equality perspective can be integrated in the organization’s structures and processes.
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| 7. |
- Snickare, Lotta, et al.
(författare)
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From Resistance to Change : Processes for Change Within an Organization
- 2022
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Ingår i: Gender Equality in Academia. - Oslo : Cappelen Akademisk Forlag. ; , s. 323-348-
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Bokkapitel (refereegranskat)abstract
- Management is often identified as the key to success when changing an organization. In chapter ten, the role of the management team in gender equality work is analysed, as well as what the team needs in order to address these issues. But has the faculty management team’s commitment to gender equality work had any effects on the organization? Has the discourse changed? Are things done differently? This chapter analyzes the effects of the management team’s efforts by studying a seminar series for PhD supervisors. The series consists of two parts: five seminars before the management team embarked on gender equality work, and seven seminars after. The data show that when the management team clearly stated that gender-related challenges remained within the faculty and offered a theoretical approach and method for the organization’s gender equality work, the seminar discussions moved from resistance, denial and ambivalence, to an interest in understanding one’s own role and potential for improving gender equality. When the management team contributed to the knowledge base through education in gender perspectives and offered a method for the organizational work that all employees could apply in their everyday activities, this opened opportunities for change at all levels in the organization.
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