Making study and teaching more flexible
Making study and teaching more flexible
In 2022, the German Council of Science and Humanities presented recommendations for the sustainable organisation of teaching and learning. The experiences from the coronavirus pandemic have also been incorporated here. They contain a number of tips that can support the further development of gender equality in higher education:
Flexibility and part-time study support equal sharing of care tasks
An expansion of part-time study programmes and flexible forms of study can support Gender equality if care responsibilities are shared equally. Students must be provided with clear and up-to-date information about the possibilities of combining studies and family responsibilities. Students should be particularly sensitised to these possibilities (see Supporting equal sharing of care responsibilities)
Spaces for reflection and research-based learning offer room for gender relevance
More freedom for reflection and the development of a research-based attitude, for example by reducing the number of compulsory courses and examinations in the curriculum, can enable female students to explore their topics and interests in their degree programme in greater depth. This may lead to them becoming involved in research after their studies. In this context, the Leopoldina recommends tailoring the content of degree programmes in STEM subjects more closely to the preferences and interests of female students (e.g. physics of climate change) (Leopoldina 2022). (s. Digital Gender Gap)
Targeted support for female students through academic mentor groups
Integrating an academic mentor group for support and orientation into a holistic offering of general study counselling, subject-specific study counselling and extracurricular offers can support female students in particular in successfully completing their studies - provided, however, that the mentor group supports female students. (s. Gender Career Gap)
Eliminate gender-related selection effects
One of the foundations of a gender-equitable degree programme design is that information services, admission criteria and selection procedures do not contain any gender-related selection effects. The processes must be reviewed and reorganised accordingly.
Greater emphasis on teaching-related competences
Placing greater emphasis on teaching-related skills and attitudes in appointment procedures and tenure-track evaluations takes account of the fact that women often specialise in teaching. In the recommended expansion of systematic professional development for teaching staff, the differing professional development needs of female and male lecturers should be identified and the provision tailored accordingly.
For further aspects of shaping Gender equality 4.0 for students, see also