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The significance of Higher Education to national knowledge-based
economies has made the sector the object of government policies,
international monitoring, and corporatization. This radical global
restructuring of higher education is gendered in its processes,
practices, and effects. Exploring how the re-organisation of the
sector has redefined academic, management, and professional roles
and identities, this book considers the different impacts of
structural change for men and women working at diverse levels of
the academy. Drawing from empirical studies undertaken in Europe,
North America, Asia, and Australasia the contributions offer a
range of theoretical and methodological perspectives, including
large scale comparative data and case studies. They inform what is
a key policy issue in the 21st century - the re-positioning of
women in the academy and leadership. Despite a range of
institutional equity strategies in which women learnt the 'rules of
the game', this book shows that structural and cultural barriers -
often conceptualised through metaphors such as sticky floors, glass
ceilings, chilly climates, or dead-end pipelines - have not
disappeared as might be expected as the academy becomes numerically
feminized. Each chapter provides an insight into how historical
legacies, cultural contexts, geographic locations, modes of
regional and institutional governance, and national policies are
mediated and vernacularized through practice by localized gender
regimes and orders. This book was originally published as a special
issue of Gender and Education.
The significance of Higher Education to national knowledge-based
economies has made the sector the object of government policies,
international monitoring, and corporatization. This radical global
restructuring of higher education is gendered in its processes,
practices, and effects. Exploring how the re-organisation of the
sector has redefined academic, management, and professional roles
and identities, this book considers the different impacts of
structural change for men and women working at diverse levels of
the academy. Drawing from empirical studies undertaken in Europe,
North America, Asia, and Australasia the contributions offer a
range of theoretical and methodological perspectives, including
large scale comparative data and case studies. They inform what is
a key policy issue in the 21st century - the re-positioning of
women in the academy and leadership. Despite a range of
institutional equity strategies in which women learnt the 'rules of
the game', this book shows that structural and cultural barriers -
often conceptualised through metaphors such as sticky floors, glass
ceilings, chilly climates, or dead-end pipelines - have not
disappeared as might be expected as the academy becomes numerically
feminized. Each chapter provides an insight into how historical
legacies, cultural contexts, geographic locations, modes of
regional and institutional governance, and national policies are
mediated and vernacularized through practice by localized gender
regimes and orders. This book was originally published as a special
issue of Gender and Education.
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