INSPIRE Suport Package - Sustaining & Deepening change

SPkg 4 – Sus aining &
Deepening change
Molly Occhino, SDU
Li Baisne Pe e sen
Rikke Juel Madsen
A an Rome o, FUOC
Rachel Palmén, FUOC
Suppo Package 4 – Sus aining & deepening change
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P ojec no.
101058537
P ojec ac onym:
INSPIRE
P ojec i le:
INSPIRE: Cen e o Excellence on Inclusi e Gende Equali y in
Resea ch & Inno a ion: C ea ing Knowledge & Engaging in
Collabo a i e Ac ion
Call:
HORIZON-WIDERA-2021-ERA-01
S a da e o p ojec :
01.10.2022
Du a ion:
48 mon hs
Deli e able i le:
SPkg 4 – Sus aining & deepening change
Due da e o deli e able:
NA
Ac ual da e o submission:
NA
Deli e able Lead Pa ne :
Uni e si y o Sou he n Denma k
Dissemina ion le el:
Public
Au ho s & con ibu o s name and o ganisa ion
Role
Molly Occhino, SDU
Li Baisne Pe e sen, SDU
Rikke Juel Madsen, SDU
A an Rome o, FUOC
Rachel Palmén, FUOC
Lead au ho (s)
Rachel Palmén, FUOC
A an Rome o, FUOC
Quali y assu ance edi o s
Suppo Package 4 – Sus aining & deepening change
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The wo k con ained in his documen is subjec ed o a C ea i e Commons
license (h ps://c ea i ecommons.o g/licenses/by-nc-sa/4.0/).
Disclaime
While INSPIRE is unded by he Eu opean Union, iews and opinions exp essed a e, howe e ,
hose o he au ho (s) only and do no necessa ily e lec hose o he Eu opean Union o he
Eu opean Resea ch Execu i e Agency (REA). Nei he he Eu opean Union no he Eu opean
Resea ch Execu i e Agency (REA) can be held esponsible o hem.
This p ojec has ecei ed unding om he Eu opean Union’s Ho izon Eu ope esea ch and
inno a ion p og amme unde g an ag eemen No 101058537.
Conso ium
FUOC
Fundació pe a la Uni e si a Obe a de Ca alunya, Spain
JR
Joanneum Resea ch Fo schungsgesellscha Mbh, Aus ia
SDU
Syddansk Uni e si e , Denma k
UJ
Uniwe sy e Jagiellonski, Poland
No us
No us, Spain
FLACSO
Facul ad La inoame icana De Ciencias Sociales, A gen ina
EM
Eu opa Media Szolgal a o Non P o i kozhasznu K , Hunga y
Po ia
Po ia gGmbH, Ge many
SRU
S ich ing Radboud Uni e si ei
F aunho e
F aunho e Gesellscha zu Fo de ung de Angewand en Fo schung EV,
Ge many
UH
Uni e si ei Hassel , Belgium
ZRC SAZU
Znans eno azisko alni Cen e Slo enske Akademije Znanos i In Ume nos i,
Suppo Package 4 – Sus aining & deepening change
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Slo enia
GESIS
GESIS-Leibniz-Ins i u ü Sozialwissenscha en EV, Ge many
INNO
Innosys ems Sym ouleu ikes Ypi esies Kai E a moges Pli o o ikis Ypsilis
Technologias Monop osopi Idio iki Ke alaiouchiki E ai eia, G eece
Documen His o y
Ve sion
Da e
Summa y o changes
Re ised by
01
08.04.2025
Fi s e sion sen o FUOC
Molly Occhino
Li Baisne Pe e sen
02
15.07.2025
Re ised e sion sen o SDU
Rachel Palmén
A an Rome o
03
18.03.25
Re ised e sion sen o FUOC
Molly Occhino
Li Baisne Pe e sen
04
15.07.25
Re ised e sion sen o SDU
Rachel Palmén
A an Rome o
05
08.09.25
Re ised e sion sen o FUOC
Molly Occhino
Li Baisne Pe e sen
06
17.09.25
Re ised e sion sen o SDU
Rachel Palmén
A an Rome o
07
19.09.25
Final e sion sen o EM o upload
Molly Occhino
Li Baisne Pe e sen
Suppo Package 4 – Sus aining & deepening change
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Table o Con en s
In oduc ion: Aim o he Suppo Package ....................................................................................... 7
Con en o Suppo Package 4 ........................................................................................................ 7
1.Wha is Moni o ing and E alua ion? ............................................................................................. 8
1.1 Main componen s o an e alua ion ....................................................................................... 11
1.2 Me hods ............................................................................................................................... 15
1.3 Indica o s .............................................................................................................................. 16
1.4 Fo ma i e E alua ion Me hodology ....................................................................................... 18
1.5 Implemen a ion Analysis ....................................................................................................... 30
1.6 Summa i e E alua ion Me hodology ..................................................................................... 34
1.7 Assessmen o GEP ou comes and impac ........................................................................... 35
Bundled ools and esou ces – moni o ing and e alua ion .......................................................... 37
2. In e sec ionali y ......................................................................................................................... 39
2.1 Why in e sec ionali y in Sus aining and Deepening Change ................................................. 39
2.2 The “I’s” in EU’s IGEPs: Unde s anding and Wo king wi h In e sec ionali y and Inclusion .... 39
2.3 Wo king wi h in e sec ionali y and inclusion in IGEPs ........................................................... 41
2.4 Impo ance o Re lexi i y, Posi ionali y and Add essing P i ilege in In e sec ional wo k ....... 42
2.5 IGEPs in p axis: Challenges o in e sec ionali y in Moni o ing and E alua ing ...................... 46
2.6 Wha o do: A P agma ic App oach o Moni o ing and E alua ion wi h an In e sec ional Lens
................................................................................................................................................... 47
Bundled ools and esou ces – in e sec ionali y .......................................................................... 48
3. Powe , Backlash and Resis ance o (Gende ) Equali y and Di e si y ........................................ 51
3.1 Why powe , backlash and esis ance? ................................................................................. 51
3.2 De ini ion o esis ance ......................................................................................................... 51
3.5 S a egic F aming: How o S a egically Add ess Resis ance & Backlash ............................. 56
3.6 Focusing on communi y & jus ice c ea es deep & sus ained change .................................... 57
Bundled ools and esou ces – Resis ance ................................................................................. 57
Li e a u e ...................................................................................................................................... 59
Examples o es ima ed cos s o SPkg 4 ....................................................................................... 61

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Lis o Ac onyms
GE
IGE
GEP
IGEP
Gende Equali y
Inclusi e Gende Equali y
Gende Equali y Policy/Plan/P og am
Inclusi e Gende Equali y Policy/Plan/P og am
SPkg
Suppo Package
RPO
RFO
R&I
GI
IGIP
IGI
EU
EC
Resea ch Pe o ming O ganisa ion
Resea ch Funding O ganisa ion
Resea ch and Inno a ion
Gende ed Inno a ions
Inclusi e Gende ed Inno a ion Policy/Plan/P og am
Inclusi e Gende ed Inno a ion
Eu opean Union
Eu opean Commission
Lis o Figu es
Figu e 1: Figu e 1: E alua ion Design Templa e (log- ame) (Sangiuliano, C esco, Palmén & Mülle
2021, 19)
Figu e 2: 6 Main Fac o s o Impac /Change (Mülle , J. INSPIRE Co-C ea ion Wo kshop 2, 2024)
Figu e 3: Templa e o moni o ing o implemen a ion p ocess (Sangiuliano, C esco, Palmén & Mülle
e al. 2021, 29)
Lis o Tables
Table 1: E alua ion esea ch me hods (Sangiuliano, C esco, Palmén & Mülle e al. 2021, 26)
Table 2: Main building blocks o he implemen a ion analysis (Sangiuliano, C esco, Palmén & Mülle
e al. 2021, 32)
Table 3: Summa i e E alua ion Templa e – Ques ions (Sangiuliano, C esco, Palmén & Mülle e al.
2021, 32)
Table 4: Types o esis ances
Table 5: Examples o eligible ac i i ies in SPkg 4
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In oduc ion: Aim o he Suppo Package
The aim o Suppo Package 4 (SPkg 4) is o p o ide a p ac ical esou ce o p omo ing long- e m
change in gende equali y, di e si y, and inclusion e o s wi hin Resea ch Pe o ming O ganisa ions
(RPOs) and Highe Educa ion Ins i u ions (HEIs). This suppo package add esses key issues and
o e s ools o ini ia e and suppo ins i u ional and o ganisa ional change. I suppo s p ac i ione s,
esea che s, ac i is s, s uden s, and communi ies in ol ed in di e si y and equali y wo k in highe
educa ion and esea ch by p esen ing up- o-da e esea ch insigh s, s a egies, and ools. The
suppo package emphasises an in e sec ional app oach ha goes beyond adi ional Wes e n
no ions o gende equali y, aiming o include and cen e di e se iden i ies and pe spec i es,
pa icula ly h ough he lens o in e sec ionali y in equali y e o s.
Con en o Suppo Package 4
This Suppo Package ocuses on he heme o Deepening and Sus aining Change in esea ch and
inno a ion (R&I). While his is a b oad opic, we' e iden i ied and ocused on h ee key a eas ha
a e especially ele an o p ac i ione s and s akeholde s:
1. Moni o ing and E alua ion
2. In e sec ionali y
3. Powe , Backlash, and Resis ance o (Gende ) Equali y and Di e si y
Each o hese opics is explo ed in a dedica ed chap e o p o ide p ac ical guidance and insigh s o
ad ancing long- e m, embedded change h ough a mul i-le el, holis ic app oach.
• Chap e 1: Moni o ing & E alua ion in oduces he opic and sha es ools, s a egies, and
ecen indings om he INSPIRE p ojec , including ac o s ha suppo o hinde Gende
Equali y Plan (GEP) wo k. The chap e ends wi h a p ac ical able o esou ces o easy
e e ence.
• Chap e 2: In e sec ionali y explains he concep — oo ed in Black eminis hough —and
why i ’s essen ial o building inclusi e and jus highe educa ion sys ems. I del es in o he
impo ance o shi ing GEP wo k owa ds IGEP wo k and explo es co e ideas like c i ical
e lexi i y and posi ionali y. The chap e also o e s p ac ical ad ice o add essing common
challenges in in eg a ing in e sec ionali y in o GEP wo k.
• Chap e 3: Powe , Backlash, and Resis ance looks a how esis ance o equali y e o s can
p o ide an en y poin o deepe change. I b eaks down di e en ypes o esis ance—
whe he implici o explici , indi idual o ins i u ional—and p o ides ools o na iga ing hem.
The chap e also includes a cu a ed lis o help ul esou ces o daily o ganisa ional wo k.
Toge he , hese chap e s aim o o e a g ounded, ac ionable, and mul i-si ed esou ce o suppo
long- e m p og ess in equali y, di e si y, and inclusion wi hin esea ch pe o ming o ganisa ions and
highe educa ion ins i u ions.
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D awing om sou ces o inspi a ion
This esou ce d aws on he la es indings om he INSPIRE p ojec , as well as aluable ools and
insigh s om ela ed eminis p ojec s such as MIND heGEPs, GENDERACTIONplus, Gende SAFE,
CCINDLE, FIERCE, RESIST, and o he s, including comple ed ini ia i es like ACT, CALIPER,
TARGET, SPEAR, UniSAFE, EFFORTI, and SUPERA. Mos o he ma e ials included we e c ea ed
o suppo hose wo king on equali y in esea ch pe o ming o ganisa ions (RPOs) and highe
educa ion ins i u ions—many speci ically ocus on de eloping and implemen ing Gende Equali y
Plans (GEPs).
While he 2022 GEP equi emen o Ho izon Eu ope unding has d i en some ecen p og ess, his
suppo package is designed o be use ul ega dless o whe he you o ganisa ion has o needs a
GEP. Wha ’s mos impo an is ailo ing any policy o ool o you speci ic con ex . Resea ch
consis en ly shows ha e ec i e equali y wo k depends on adap ing s a egies o he pa icula
discipline, o ganisa ion, and geopoli ical se ing. Fo example, Cha es and Benschop (2023)
emphasize ha gende p ac ices di e ac oss academic ields, and he e o e equali y policies
should be con ex speci ic.
Wi h ha in mind, we encou age eade s o e lec on how he guidance and ools o e ed he e can
be applied—o adap ed— o you own o ganisa ional se ing, conside ing ac o s like local
legisla ion, ins i u ional cul u e, and b oade na ional o egional dynamics.
1. Wha is Moni o ing and E alua ion?
Why a e moni o ing and e alua ion impo an o sus aining and deepening change?
Moni o ing and e alua ion (M&E) a e essen ial o making long- e m p og ess in gende equali y,
di e si y, and inclusion. They help ack whe he ac i i ies—such as hose in Gende Equali y Plans
(GEPs)—a e no only being implemen ed as planned bu also whe he hey a e e ec i e and
making a eal impac . By using he igh indica o s, you can assess whe he you ini ia i es a e
eaching he igh people, ha ing he desi ed e ec , and mo ing he o ganisa ion owa d meaning ul
change.
Howe e , e ec i e M&E is o en missing o unde de eloped. Wi hou i , i ’s ha d o know wha ’s
wo king, wha needs o change, o whe e o ocus e o s. As esea ch shows (e.g., Cha es &
Benschop, 2023), i da a collec ion is weak o i goals a en’ linked o ele an indica o s, i 's di icul
o measu e success o ans o ma ion.
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This lack o cla i y can also lead o educed engagemen om s akeholde s and slow down
momen um. On he o he hand, s ong M&E p ocesses can d i e accoun abili y, imp o e decision-
making, and inc ease unde s anding o how and whe e change is happening
1
.
Good M&E also allows o lexibili y: i helps you adjus you ac ions i needed and clea ly iden i y
wha needs o happen nex and who is esponsible. This cla i y suppo s esponsibili y,
anspa ency, and accoun abili y—all o which a e c i ical o eal change.
Finally, s ong M&E doesn’ jus measu e wha ’s al eady been done—i also helps iden i y gaps,
lea n om pas e o s, and imp o e u u e ini ia i es. By e lec ing on wha hasn’ wo ked and why,
o ganisa ions can be e ailo hei s a egies and os e deepe , long-las ing change
2
.
Wha is Moni o ing? Wha is E alua ion?
Moni o ing and e alua ion (M&E) a e closely ela ed bu se e di e en pu poses, and bo h a e
essen ial o c ea ing long- e m change in gende equali y, di e si y, and inclusion e o s.
Moni o ing is an ongoing p ocess ha in ol es egula ly collec ing da a o ack whe he ac i i ies
a e on cou se and objec i es a e being me . I helps ensu e ha ini ia i es a e p og essing as
planned and ha esou ces a e being used e ec i ely. Fo example, unde EU GEP equi emen s, i
is manda o y o o ganisa ions o de elop yea ly moni o ing epo s o show how hei Gende
Equali y Plan is p og essing. Moni o ing can highligh when adjus men s a e needed and helps
decision-make s s ay in o med h oughou he li e o a p ojec .
E alua ion, on he o he hand, is a mo e in-dep h p ocess ha ypically happens a he end o a
p ojec o unding cycle (summa i e e alua ion) — hough mid- e m e alua ions ( o ma i e
e alua ion) can also be use ul. E alua ion looks beyond whe he ac i i ies we e comple ed and asks
abou meaning ul ou comes and impac s. I assesses bo h how well an ini ia i e was ca ied ou (i s
me i ) and whe he i esponded o a eal need (i s wo h). Fo example, a aining session migh
mee i s a endance a ge , bu i i doesn’ ac ually imp o e pa icipan s’ unde s anding o
beha iou , hen i s impac is limi ed.
1
In an o e iew o he li e a u e on deepening and sus aining o ganisa ional change owa ds inclusi e gende
equali y in Resea ch and Inno a ion O ganisa ion, Cha es & Benschop (2023) inds some lea ning lessons o
he design and implemen a ion o gende equali y: “Policies need o be ( e) o mula ed o include e y clea
ac ions and esponsibili ies, naming exac ly who bea s esponsibili y o hese ac ions, and, wha consequences
a e in s o e i hese ac ions a e no ca ied ou . This highligh s how esponsibili y, anspa ency, moni o ing,
e alua ing and accoun abili y a e key aspec s o he implemen a ion o any policy design.” (Cha es &
Benschop, 2023, p. 5). Cha es and Benschops scoping e iew is based on e iew o 189 a icles and a c i ical
analysis o 97 a icles published in English since 2017. (Cha es & Benschop, 2023, p. 5).
2
I is no able ha he cu en GEP equi emen policy o R&I ins i u ions applying o Ho izon Eu ope unding
s a es ha ins i u ions mus co e ou minimum p ocess- ela ed equi emen s, wi h moni o ing and indica o s
being cen al o one o hem: “da a collec ion and moni o ing: sex and/o gende disagg ega ed da a on
pe sonnel (and s uden s, o he es ablishmen s conce ned) and annual epo ing based on indica o s”
(Eu opean commission, 2021, p. 9) (See page 9 o a ull desc ip ion o he manda o y equi emen s). This
equi emen helps exac ly o push o g ea e accoun abili y, anspa ency and sus ainabili y o GEP ini ia i es.
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meaning ul quan i a i e da a equi es alid and eliable ools ha a e p ope ly es ed and
calib a ed.
• Quali a i e da a, ga he ed h ough me hods like in e iews, ocus g oups, and obse a ions,
explo es how people expe ience and in e p e hei su oundings. I o e s deepe insigh s
in o con ex , alues, and pe spec i es—especially use ul o complex issues ha can’ be
easily quan i ied. This app oach demands hough ul design o ools o ensu e consis en , in-
dep h esponses.
Bo h app oaches equi e adhe ence o es ablished quali y and e hical s anda ds. Mixed-me hods
e alua ions, which combine bo h da a ypes, a e inc easingly popula as hey o e a mo e ounded
unde s anding when execu ed ca e ully.
Feminis esea ch me hods u he emphasise he impo ance o a ending o powe dynamics and
s uc u al inequali ies h oughou he da a collec ion and analysis p ocess. Resou ces such as
Hesse-Bibe (2012) and Acke ly & T ue (2020) p o ide help ul guidance o hose aking a eminis
app oach o e alua ion.
Me hods Summa y
In summa y, i is necessa y o pay a en ion o he impo ance o selec ing app op ia e da a
collec ion me hods based on he e alua ion ques ions. Quan i a i e da a, ga he ed h ough
s anda dised ins umen s like su eys, is essen ial o gene alising indings ac oss la ge
popula ions and measu ing cons uc s such as mo i a ion and sa is ac ion.
Con e sely, quali a i e da a, ob ained h ough in e iews and obse a ions, p o ides deep insigh s
in o indi idual expe iences and pe cep ions. Bo h da a ypes mus adhe e o igo ous quali y
s anda ds, wi h measu emen ins umen s ca e ully calib a ed o ensu e alidi y and eliabili y. By
in eg a ing di e en app oaches, e alua ions can achie e a comp ehensi e unde s anding o
in e en ions, balancing gene alisabili y wi h ich, con ex ual insigh s.
1.3 Indica o s
An indica o is “an i em o da a ha summa ises a la ge amoun o in o ma ion in a single igu e, in
such a way as o gi e an indica ion o change o e ime, and in compa ison o a no m” (Beck, 1999;
ci ed in W oblewski & Lie ne , 2022:38). Gi en he mul i ace ed na u e o gende equali y, any
gende indica o can only se e as an app oxima ion. I p o ides a simple and eliable means o
ei he 1) measu e achie emen , 2) o e lec he changes connec ed o an in e en ion, o 3) o help
assess pe o mance. In o de o be use ul, an indica o mus be ca e ully selec ed and o mula ed,
and hus hey mus be speci ic o he o ganisa ions GEP objec i es, implemen ed measu es, and
ac i i ies. Indica o s a e needed bo h in moni o ing (e.g., is an ac i i y on ack) and e alua ion (e.g.,
has he ac i i y had i s desi ed impac ). As such, i is impo an o know exac ly which kinds o
conc e e indica o s a e help ul in o de o analyse he e ec i eness o a gi en GEP ac i i y.

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To e ec i ely ack p og ess and es ablish a baseline, i ’s impo an o de elop speci ic indica o s
based on he a ge s ou lined in you GEP. These indica o s a e essen ial o holding s akeholde s
accoun able o he success o ailu e o implemen ed ac ions. Resou ces such as he E alua ion
F amewo k o P omo ing Gende Equali y in Resea ch and Inno a ion (EFFORTI) oolbox can
assis you in iden i ying bo h quan i a i e and quali a i e indica o s o assess he ou pu s, ou comes,
and impac o you measu es.
3
I is no able he e ha , depending on he speci ic o ganisa ional and na ional con ex you a e wo king
in, he ollowing indica o s may ha e o be adap ed o he speci ic con ex o you GEP.
Quan i a i e Indica o s
- s a numbe s by gende a all le els, by disciplines, by unc ion (including
adminis a i e/suppo s a ) and by con ac ual ela ion o he o ganisa ion;
- a e age numbe s o yea s needed o women and o men o make ca ee ad ancemen s
(pe g ade);
- wage gaps by gende and job;
- numbe s o women and men in academic and adminis a i e decision-making posi ions (e.g.,
boa ds, commi ees, ju ies);
- numbe s o women and men candida es applying o dis inc job posi ions;
- numbe s o women and men ha ing le he o ganisa ion in he p eceding yea s, speci ying
he numbe s o yea s spen in he o ganisa ion;
- numbe o s a by gende applying o / aking pa en al lea e, o how long hey ook lea e
and how many e u ned a e aking he lea e;
- numbe s o absence days aken by women and by men di e en ia ed, by absence mo i e
(sick lea e, ca e lea e e c.);
- numbe s o aining hou s/c edi s a ended/ ecei ed by women and men;
- numbe s o women and men s uden s a all le els and o all disciplines, and academic and
employmen ou comes;
- sha es o women and men among employed esea che s;
- sha es o women and men among applican s o esea ch posi ions, among people ec ui ed
and success a e, including by scien i ic ield, academic posi ion and con ac s a us;
- sha es o women and men in ec ui men o p omo ion boa ds and as heads o ec ui men
o p omo ion boa ds, and sha es o women and men in decision-making bodies, including by
scien i ic ield;
- numbe o gende s udy modules in deg ee/ mas e s/ doc o al p og ammes;
- numbe o deg ees/ mas e s/ doc o al p og amme – whe e he main ocus is gende ;
- numbe o esea ch p ojec s ha in eg a e a gende dimension in o hei esea ch;
- numbe o esea ch p ojec s whe e he main ocus is gende .
3
h ps://e o i.o g/
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Thema ic A eas o Indica o s
- Mains eaming o gende knowledge: Look a how gende equali y is embedded in he o -
ganisa ion—e.g., h ough he ele ance and s a us gi en o dedica ed p og ammes, ins i u-
ional s uc u es, o he inclusion o gende opics ac oss disciplines.
- Awa eness among s a and s akeholde s: T ack engagemen wi h gende equali y
ac oss di e en oles (e.g., s a , e iewe s, applican s) ia communica ion e o s, codes o
conduc , and aining ini ia i es.
- Implemen a ion o GEP objec i es: Moni o pa icipa ion in measu es, le els o ac-
cep ance, and he alloca ion o human and inancial esou ces.
- O ganisa ional change: Assess shi s in bo h o mal and in o mal p ac ices—such as mo e
inclusi e decision-making o a en ion o women's pe spec i es, especially in male-domi-
na ed a eas.
- Gende equali y cul u e: Obse e e e yday beha iou s, wo king condi ions, and p ac ices
a ound wo k–li e balance, communica ion, and esponses o issues like ha assmen o dis-
c imina ion.
I ’s impo an o conside sho -, medium-, and long- e m indica o s o cap u e bo h immedia e e -
ec s and las ing change. Also, apply an in e sec ional app oach o you da a. Whe e possible, dis-
agg ega e by ac o s such as ace, disabili y, socio-economic backg ound, gende iden i y, and sex-
ual o ien a ion. Always ensu e compliance wi h da a p o ec ion laws and na ional egula ions when
handling pe sonal da a. Mo e on in e sec ionali y ollows in he nex chap e .
1.4 Fo ma i e E alua ion Me hodology
This chap e o e s guidance o RPOs and RFOs on how o plan and ca y ou a o ma i e
e alua ion o hei GEP. As discussed ea lie , o ma i e e alua ions a e ca ied ou du ing he
implemen a ion phase o imp o e pe o mance and ensu e he GEP s ays on ack.
A o ma i e e alua ion builds di ec ly on he GEP design and suppo s implemen a ion by p o iding
ongoing eedback. I helps iden i y wha ’s wo king, wha needs adjus men , and how o be e align
ac ions wi h objec i es. To be e ec i e, o ma i e e alua ion should be buil in o he IGEP om he
s a . This allows o egula eedback loops, suppo s be e decision-making du ing
implemen a ion, and se s he s age o a inal summa i e e alua ion, which will be co e ed la e in
his suppo package.
A s ong GEP includes:
• Clea , e idence-based objec i es
• Speci ic ac ions
• Responsible ac o s
• Timelines and a ge s
Linking hese elemen s o he esul s o you ini ial audi will s eng hen bo h you GEP and he
e alua ion p ocess.
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1.4.1 Design E alua ion
This sec ion explains how o design an e alua ion o an in e en ion. E alua ion design o en s a s
wi h desk esea ch— e iewing cu en esea ch and bes p ac ice examples. Sangiuliano, C escon,
Palmén and Mülle (2021) highligh key ques ions o conside when designing an e alua ion:
• Who is he a ge audience? (e.g., PhD candida es, school eache s)
• Wha a e he goals? (e.g., a ac mo e gi ls o STEM ca ee s)
• Wha ou comes and impac s a e expec ed? (e.g., less s e eo ypical ca ee choices)
• Wha ac i i ies a e planned? (e.g., awa eness campaigns)
• Which indica o s will ack p og ess? (e.g., inc ease in emale STEM s uden s)
• Wha esou ces a e a ailable? (e.g., pa - ime s a , NGO collabo a ion)
A use ul ool o o ganising hese elemen s is a log- ame (logical amewo k). A log- ame helps
map ou how an in e en ion is expec ed o wo k, including he a ge audience, goals, ac i i ies, and
he wide con ex such as na ional policies o o ganisa ional cul u e ha may suppo o hinde
success.
Log- ames also highligh he complexi y o d i ing o ganisa ional change and ely on exis ing
esea ch o es ima e he likelihood o success.
The CALIPER p ojec adop ed a log- ame empla e aligned wi h i s e alua ion me hodology,
making i a key ool bo h o planning GEP ac i i ies and e alua ing hem a e wa d. Howe e , while
he log- ame o ganises key componen s, i doesn’ de e mine he speci ic me hods o ools o be
used in he e alua ion— hose choices emain up o he e alua o s.
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Figu e 1: E alua ion Design Templa e (log- ame) (Sangiuliano, C esco, Palmén & Mülle 2021, 19)
Conc e e Examples om GE p axis
In he ollowing, each elemen o he log- ame will be in oduced using a conc e e in e en ion
example. The conc e e example used is a Men o ing o Change p og am de eloped a he Facul y
o Heal h Sciences a he Uni e si y o Sou he n Denma k (SDU).
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Tes ed Assump ions & Empi ical E idence
The EU has iden i ied a p oblema ically high a i ion a e in academia, pa icula ly o ce ain
g oups. Se e al s udies and epo s ha e highligh ed conce ns ega ding high d opou and a i-
ion a es among ea ly-ca ee esea che s, emale academics, and schola s om unde ep e-
sen ed backg ounds. This conce n is highligh ed in epo s such as he "She Figu es" (2024),
which p o ides s a is ical da a on gende equali y in esea ch and inno a ion ac oss he EU. This
is also named ‘ he leaking pipeline’.
Inadequa e men o ing and ca ee de elopmen suppo ha e been iden i ied as signi ican ac-
o s leading o a i ion. Ea ly-ca ee esea che s, in pa icula , may eel isola ed o lack guidance
on how o na iga e he academic sys em, which can con ibu e o bu nou o disillusionmen .
Many sys ems wi hin academia—such as igid academic hie a chies, gende biases, and exclu-
siona y p ac ices—can c ea e en i onmen s whe e indi iduals om unde ep esen ed g oups,
including women, people o colou , and hose om lowe socio-economic backg ounds, eel un-
suppo ed o unde alued. This can push hem o lea e academia p ema u ely.
The EUs GEP equi emen om 2022 can play a c ucial ole in add essing he "leaky pipeline" in
esea ch and inno a ion by c ea ing an en i onmen ha suppo s and e ains women a all ca-
ee s ages by add essing sys emic issues ha con ibu e o gende dispa i ies in academia, in-
cluding high a i ion a es among emale esea che s.
A men o ing p og am can con ibu e o s eng hening he alen pool in academia, no jus o
women, bu o all unde ep esen ed g oups o ea ly-ca ee schola s and academia o en lose
alen ed indi iduals ea ly in hei ca ee s due o a lack o suppo o men o ship. A men o ing
p og am is designed o os e pe sonal and p o essional g ow h by pai ing less expe ienced indi-
iduals, known as men ees, wi h mo e expe ienced men o s.
D . Jenni e de V ies ecommends aking a bi ocal app oach o men o ing. The ecommenda-
ion is based on he esea ch on gende and o gnisa ional change: bo h he indi idual men ee’s
ca ee will bene i , and he o ganisa ion can change cul u ally and s uc u ally owa ds equal op-
po uni ies (de V ies and an de B ink 2016).
A bi ocal men o ing p og am inco po a es bo h op-down and bo om-up men o ship s uc u es,
whe e he men o and men ee bene i om he exchange in di e en bu complemen a y ways.
The "bi ocal" concep sugges s ha bo h pa icipan s in he men o ing ela ionship gain insigh
and alue, bu om di e en pe spec i es and expe iences. Thus, i suppo s young esea che s
(PhD s uden s, pos docs and assis an p o esso s) ela ing c i ically/c i iquing o s uc u es and
dynamics in academia in o de o use his in na iga ing he academic sys em and in hei own
ca ee planning and de elopmen as esea che s. A he same ime he knowledge ha is sha ed
and c ea ed du ing men o ship mee ings abou wha s uc u al challenges young esea che s
ace in academia should be communica ed o depa men s and uni e si y leade s in o de o
hem o use his knowledge in he de elopmen o he wo king en i onmen , well-being and ca-
ee pe spec i es o he a ge g oup.

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Ou comes s. Impac , de ined:
“Ou comes usually e e o changes in a i udes, knowledge & skills, mo i a ion, in e es s, o be-
ha iou o pa icipan s which can be obse ed immedia ely o o e a ela i ely sho pe iod o
ime. Ou comes can be subdi ided in sho - e m (less han 1 yea ) o medium- e m ou comes
(1 o 2 yea s).” (Sangiuliano, C esco, Palmén & Mülle e .al. 2021, p. 21).
“Impac is b oade in scope in e ms o a ec ed changes and audiences. A p og am can ha e
impac ac oss di e en dimensions, including among o he s, economic - (e.g., compe i i eness),
social - (e.g., equali y, social cohesion), o echnology and inno a ion (e.g., new se ices, p od-
uc s, s anda diza ion, e c.) impac s. In o de o an in e en ion o achie e impac beyond p o-
g am pa icipan s, i s e ec s need o be obse ed o e a longe pe iod o ime (3 o 5 yea s)”
(p. 21).
1.4.2 Who is you audience? Who will pa icipa e? Who bene i s?
As o any e alua ion, i ’s impo an ha he ini ial phase o a o ma i e e alua ion in ol es
iden i ying he p og am’s pa icipan s and s akeholde s. Who will be in ol ed in he in e en ion?
Who s ands o bene i om he p og am? Iden i ying he a ge audience means no only pinpoin ing
po en ial bene icia ies bu also conside ing hei cha ac e is ics and beginning o de ine hei needs.
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Example o Iden i ying a Ta ge Audience
Men o ing o younge esea che s has a la ge ocus on SDU, whe e he wo k o ca ee suppo is
p io i ised highly. To imp o e he well-being and de elopmen o young esea che s, he Facul y o
Heal h Sciences a he Uni e si y o Sou he n Denma k, decided o de elop and o e a Men o ing
o Change p og amme a Facul y le el om au umn 2024 aimed a all PhD s uden s en olled a
he acul y, as well as selec ed pos docs and assis an p o esso s. The men o s a e ound among
senio esea che s a he acul y The p og amme was de eloped and now implemen ed by SDU’s
Gende Equali y Team (GET) in collabo a ion wi h key ac o s om he acul y.
The Men o ing o Change p og amme is designed as a g oup cou se, whe e one men o is e-
sponsible o a g oup o 4-5 men ees. The idea o a men o ing p og amme being a g oup men o ing
p og amme is wo- old:
Fi s i can be ha d and lonely o be a young budding esea che and o many, i will make a di e -
ence o ha e someone o lean on. Wi h he suppo o men o s, men ees can sha e expe iences in
small con iden ial g oups, o m ne wo ks and eap lea ning and suppo om each o he . The g oup
hus p o ide suppo o ea ly ca ee esea che s in hei p o essional de elopmen and well-being.
Second, a men o can easie iden i y pa e ns o obs acles and ba ie s ha may be o a sys emic
na u e, ele an o he o ganisa ion, wi h a g oup o men ees a he han jus ha ing one men ee a
a ime.
The p og amme has an inclusi e gende app oach and a ge s bo h men and women. The p o-
g amme is a s a egic goal in SDU’s GEP.
“We wan o be a acul y ha akes ca e o he indi idual's ca ee de elopmen and well-being as a
esea che . We connec young esea che s wi h mo e expe ienced esea che s and c ea e smalle
and con iden ial ne wo ks ha can be main ained h oughou he esea ch educa ion and ca ee ”,
says Dean Ole Skø .
The e alua ion is o in e es o he Facul y Managemen and Heads o Depa men s, he acul y
gende equali y commi ee, he PhD school and PhD supe iso s a he acul y. Mo eo e , he e al-
ua ion can be o in e es o o he acul ies a he uni e si y conside ing de eloping and implemen -
ing a men o ing p og amme. The e alua ion will also be o in e es o human esou ces. A he
same ime, i migh be o in e es o o he Danish uni e si ies and p i a e companies ela ed o he
Danish heal hca e sys em and he medical indus y.
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1.4.3 Goals: Wha does he ac i i y aim o achie e?
Re e ing back o he log- ame model (see page 22), he goals o an in e en ion de ine wha i
aims o achie e o pa icipan s and beyond. These goals can be conc e e o abs ac , bu i is
impo an o make hem SMART—Speci ic, Measu able, Achie able, Rele an , and Time-speci ic—
o keep hem clea and ocused.
Using SMART c i e ia helps o e ine goals e ec i ely. As explained by Yemm (2012):
• Speci ic: De ine exac ly wha needs o be done using clea , posi i e ac ion e bs. Ask: Wha
is he ask? Wha esul is expec ed? Why is i impo an ? Who is esponsible? Wha
cons ain s exis ?
• Measu able: Make su e p og ess can be acked, whe he quan i a i ely o h ough clea
beha iou al e idence. Ask: How will you know he objec i e is achie ed?
• Achie able: Se goals ha a e challenging ye ealis ic wi hin he a ailable ime and
esou ces. Ask: Is his wi hin my con ol? Can i be done wi h cu en esou ces?
• Rele an : Ensu e objec i es align wi h indi idual oles and o e all o ganisa ional aims, and
ha hey suppo a he han con lic wi h each o he .
• Time-speci ic: Se clea deadlines o c ea e ocus and u gency. Ask: When will his be
comple ed?
Ou comes a e he immedia e e ec s on pa icipan s, such as changes in a i udes, knowledge,
skills, mo i a ion, o beha iou , usually seen wi hin a sho o medium ime ame (up o 2 yea s).
Impac e e s o longe - e m changes beyond he di ec pa icipan s, a ec ing b oade a eas like
economic compe i i eness, social equali y, o inno a ion, ypically o e 3 o 5 yea s o mo e.
Applying hese p inciples helps c ea e clea , ac ionable goals ha guide e ec i e e alua ion and
meaning ul o ganisa ional change.
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Example: Men o ing o Change’s Goals & Objec i es
A se o o e -a ching goals o he Men o ing o Change p og am was de ined wi h inspi a ion om
D . Jenni e de V ies’ bi ocal app oach o men o ing (de V ies and an den B ink 2016):
- Suppo ing and u he ing he younge esea che ’s indi idual ca ee de elopmen , as well
as hei unde s anding o and na iga ion in academic (powe ) s uc u es
- S eng hening he men o s’ own de elopmen h ough men o ing younge colleagues, as
well as o ganisa ional unde s anding and empa hy
- Iden i ying o ganisa ional s uc u es helping and hinde ing ca ee de elopmen
GET and key ac o s om he acul y de eloped and de ined he below sho - and medium- ange
ou comes o he men o ing ac i i ies:
Sho - e m ou comes: Disco e and speci y men ees’ ca ee wishes and –plans. A con iden ial
ne wo k o pee s. Imp o e e iciency o ask p io i ising asks and ime managemen . Con ibu e o
pa icipan s’ abili y o choose, p io i ise, ans o m, and mu ually suppo each o he ’s ca ee pa hs.
Building men ees’ indi idual wo k-li e balance, and job sa is ac ion.
Toge he , men o and men ees will iden i y s uc u al ba ie s and e lec on hei own daily p ac ice,
no leas om a gende equali y pe spec i e. Enable men ees and men o s o e lec c i ically-con-
s uc i ely on academic (powe ) s uc u es and –dynamics. Inc eased sa is ac ion and in insic mo-
i a ion o men o s by way o doing ‘good deeds’ o a young esea che .
Medium- ange ou comes: B anding he Facul y o Heal h Sciences as a place ha akes ca e o
he indi idual’s ca ee de elopmen and well-being o younge esea che . C ea ing ne wo k and
s onge a achmen o he depa men s and esea ch g oups, enhancing s a egic deciphe ing o
academia as wo k sphe e, and o esea ch as a ca ee choice. Fo SDU and he Facul y o Heal h
Sciences o be e a ac and e ain younge esea che s. Enhanced awa eness o gende ed is-
sues in esea ch ca ee p og ession. Con ibu e o men ees’ abili y o p io i ise, choose, ans o m,
change, and o mu ually suppo one ano he in ela ion o ca ee op ions and pa hs and. Men o s
and men ees will - h ough he wo-way ela ionship - e ain he abili y o ac as ’pa ne s
o change’. Men ees will hope ully na iga e ca ee s a egies mo e secu ely, con inuously well-in-
o med and in acco dance wi h indi idual compe encies and wishes.
Fu he , he in ended longe - e m changes a ec ed by he men o ing p og am we e speci ied:
Long- e m impac : The long- e m impac o he Men o ing o Change p og am can be ans o ma-
i e, bene i ing younge esea che s, he acul y, SDU, and socie y as he men o ing p o ides sup-
po and guidance, educing a i ion a es, especially o unde ep esen ed g oups in challenging
ields. Men ees gain con idence, in e pe sonal, and p oblem-sol ing skills and ne wo king oppo u-
ni ies. Men o s also g ow by enhancing hei leade ship, communica ion, and coaching abili ies and
e ine hei abili y o guide, mo i a e, and inspi e he younge esea che s in he men o g oups. Ex-
posu e o di e en expe iences and iewpoin s en iches pe sonal and p o essional g ow h o bo h
men ees and men o s. The Men o ing o Change will also aise awa eness on gende ed s uc u es
a SDU and in academia mo e widely. Fu he , i will con ibu e o changing o o ganisa ional s uc-
u es and cul u e and upli he wo king clima e by inc eased knowledge-sha ing, collegial suppo
and men o g oup acili a ions. O e ime, men o ing can no malise inclusion, collabo a ion, and
con inuous lea ning wi hin o ganisa ions and indus ies.
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1.5.2 Key Ac o s
When iden i ying key ac o s o s akeholde s, gende equali y in e en ions o en in ol e many
people beyond he main bene icia ies. As mo e indi iduals ge in ol ed, managing he p ocess
becomes mo e complex, equi ing clea coo dina ion and ask dis ibu ion. I is impo an o map key
ac o s and hei esponsibili ies o ensu e asks a e well-dis ibu ed, edundancies exis o p e en
bo lenecks, and decision-make s a e engaged o suppo e ec i e implemen a ion. The analysis
should add ess hese ques ions:
- Who is in ol ed in he implemen a ion? How would he absence o any key pe son a ec
p og ess?
- Wha a e he oles and compe encies o each ac o ?
- A e he necessa y decision-make s ac i ely in ol ed?
Example: Key Ac o s o a P ac ice-based GEP ac i i y
The Men o ing o Change p og amme a he Facul y o Heal h Sciences was se up by SDU’s
gende Equali y Team and Head o Depa men and Vice Head o Depa men om he Depa -
men o Regional Heal h Resea ch. The adminis a i e coo dina o o he p og amme a he ac-
ul y is coo dina ing he ec ui men o men ees wi h he PhD school. The ec ui men o men o s
was done by he eigh Heads o Depa men a he Facul y based on a eques om he adminis-
a i e coo dina o o he p og amme a he acul y.
The Gende Equali y Team GET is esponsible o he planning and acili a ion o he semina s
and o in oduce and check-in wi h he men o on a egula basis du ing he p og amme.
A s ee ing g oup was o med o membe s om he Facul y Equali y Commi ee. The acul y man-
agemen and S ee ing g oup is pa o he annual e alua ion mee ing conduc ed by SDU’s Gen-
de Equali y Team.
A s ong enabling ac o is he genuine in e es and engagemen o he Head and Vice Head o
he Depa men o Reginal Heal h Resea ch and in gene al he Facul y Managemen g oup. A
ba ie du ing he pilo un o he p ojec was he mixed oles o he men o s: a Head and Vice
Head o Depa men each ook on he men o ole o hei espec i e men o g oup. This c ea ed
a ce ain ‘ il e ’ o wha he men ees would be com o able alking abou in he men o g oups.
Thus, i was decided o u u e uns o he p og am o ec ui he men o s om he academic le el
jus abo e he men ees, i.e., assis an p o esso and associa e p o esso le els.

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1.5.3 Key P ocesses
Building on he key ac o s iden i ied ea lie , he analysis should ocus on decision-making
s uc u es, hie a chies, and esponsibili ies by add essing hese ques ions:
- O ganisa ional p ocesses: How is implemen a ion o ganised? Is he e a dedica ed wo king
g oup mee ing egula ly? How a e decisions made? A e key o ganisa ional bodies in ol ed
and awa e o necessa y p ocedu es?
- Timing o asks: Was he schedule ealis ic? Fo in e connec ed asks, is he e enough
lexibili y o handle delays? Does he iming accoun o in e nal adminis a i e p ocesses?
- Syne gies and sus ainabili y: Can he in e en ion le e age exis ing o pas ela ed
ac i i ies? How do hese in luence cu en implemen a ion? (Sangiuliano, C esco, Palmén &
Mülle e al., 2021, 30-31).
1.5.4 E alua ion P io i ies and Ques ions
The main e alua ion p io i y o implemen a ion is o assess de ia ions, obs acles, o challenges ha
a ise du ing he p ocess. The ocus is on how e ec i ely he in e en ion is being implemen ed. Key
ques ions include:
- To wha ex en does he implemen a ion de ia e om he o iginal plan? Has i changed o
been adap ed? This applies o any aspec o he design: audience, goals, ac i i ies, desi ed
ou comes, o expec ed impac .
- Wha ba ie s o obs acles ha e been encoun e ed du ing implemen a ion? Ha e hese been
o e come?
- Wha ac o s ha e inhibi ed o acili a ed he p ocess?
Speci ic p io i ies and ques ions depend on he indi idual ac ion being implemen ed and should be
de eloped in andem wi h capaci y-building ac i i ies.
Example: Key p ocesses
A wo king g oup consis ing o SDUs Gende Equali y Team and he Head and ice Head o
he Depa men o egional Heal h esea ch was es ablished, and hey me on a egula basis
h oughou he de elopmen o he p og amme.
The Facul y Gende Equali y Commi ee and he Facul y Managemen Boa d ga e hei
eedback, and he boa d ini ially app o ed he p og amme. A i ual Teams Si e was se up
o sha ing documen s.
A SDU le el, se e al ac i i ies complemen he Men o ing o Change P og am in e ms o
compe ency de elopmen cou ses, Resea ch Academy and o he ca ee -building ac i i ies
o all s a a all le els.
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1.5.5 Me hods – O e iew
E alua ion Building Blocks
Me hods
Sou ces
E alua ion
P io i ies/Ques ions
Ques ions ega ding
key ac o s, key p o-
cesses. Changes o e
ime, acili a ing and
hinde ing ac o s.
Focus G oup, Semi-
s uc u e in e iews
S akeholde s in ol ed
in implemen a ion; no
membe s o GE wo k-
ing g oup
Ta ge s & Indica o s
Ou pu (di ec se -
ices,
p oduc s o e en s
p oduced by ac i i ies)
Documen a ion
In e en ion
o ganize s.
Ou come – Sho - e m
(Pos - es , p e es -
pos - es , e c.)
Polls, ques ionnai es,
o ganisa ional
s a is ics and
indica o s
Bene icia ies,
pa icipan s
Ou come – medium-
e m
(Time-se ies)
Polls, ques ionnai es,
in e iews,
o ganisa ional
s a is ics and
indica o s
Bene icia ies,
pa icipan s
Table 2: Main building blocks o he implemen a ion analysis (Sangiuliano, C esco, Palmén & Mülle
e al. 2021, 32)
1.6 Summa i e E alua ion Me hodology
Summa i e e alua ion aims o de e mine whe he an in e en ion achie ed i s in ended ou comes.
I p o ides a clea amewo k o ga he ing e idence o assess how well an GEP wo ked and how
ex e nal ac o s in luenced i s esul s. Building on insigh s om he o ma i e e alua ion—which
e iews design and implemen a ion— he summa i e e alua ion measu es ou pu s, ou comes, and
o e all impac using quali a i e and quan i a i e me hods like in e iews, ocus g oups, and su eys.
E alua ing GEP ou comes is complex because i ’s ha d o isola e he e ec s o he in e en ion om
wide social, poli ical, o policy in luences. This complexi y g ows when GEPs in e ac wi h ex e nal
ac o s beyond he ins i u ion. The e o e, a ho ough, con ex -sensi i e app oach is essen ial.
Sangiuliano, C esco, Palmén & Mülle (2021) emphasise assessing “con ibu ion” a he han s ic
causali y wi h a ocus on “a ibu ion”. Ins ead o claiming GEP ac ions alone caused change, he
e alua ion examines how speci ic ac ions, ac o s, and con ex s oge he in luenced he o ganisa ion.
S uc u al change owa d gende equali y is nonlinea and o en slow, wi h a delay be ween
in e en ion and isible esul s. To cap u e meaning ul impac , da a mus be collec ed o e ime,
using me hods ailo ed o each GEP’s speci ic goals and measu es, ensu ing an accu a e
e alua ion o p og ess and ou comes.
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1.7 Assessmen o GEP ou comes and impac
Assessing he ou comes and impac s o he implemen a ion o an GEP is impo an and builds on a
o ma i e e alua ion, whe e you can e.g.,
- compa e he design analysis (log ame) o he obse ed ou comes and impac s
- [...] explain how (o how no ) ce ain ou comes and impac s ha e been achie ed (San-
giuliano, C esco, Palmén & Mülle e al. 2021, 41).
1.7.1 Ta ge Audience
Each RPO/RFO has i s own a ge audience includes a ange o ele an s akeholde s and key
playe s. Each speci ic in e en ion in an GEP can ha e di e en a ge audiences ha migh a y
depending on he ins i u ion, bu some migh include:
Top-managemen
o Rec o s and Vice Rec o s
o Ins i u ional Heads
o Di ec o Gene al/ Boa d
Middle managemen
o Human Resou ce Manage s
o Deans
o Facul y heads
o P og amme Manage s
o In o ma ion Sys ems Manage s
S a
o Resea che s
o Academics
o Adminis a o s
o Technicians
o Gende Equali y O ice s
o Communica ions s a
S uden s
O he decision-making bodies such as he wo ke s’ council, ade- o s uden unions.
1.7.2 E alua ion p io i ies
The E alua ion Me hodology ou lines ha he summa i e e alua ion o he GEP, ocusing on i s
ou pu s, ou comes, and impac s a he ins i u ional le el, is guided by he ollowing key p io i ies:
E alua e he ex en o which implemen ing ins i u ions ha e os e ed ins i u ional change by
- Assessing he ex en o which expec ed ou comes and impac s ha e been achie ed
- Iden i ying he main ou pu s, ou comes and impac s o he GEPs
Suppo Package 4 – Sus aining & deepening change
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- Assessing he ex en o which awa eness o gende issues and ins i u ional ac ions/ poli-
cies has been aised
- Assessing he ex en o which he scope o he GEP has expanded o o he ins i u ions/
depa men s wi hin he o ganisa ion” (Sangiuliano, C esco, Palmén & Mülle e al. 2021,
44).
1.7.3 Me hods and ins umen s
The CALIPER E alua ion Me hodology indica es ha he summa i e e alua ion o he GEP should
concen a e on objec i e and measu able ou comes and impac s, a he han elying on po en ially
biased pe cep ions o posi i e impac om ac i ely in ol ed s akeholde s. This e alua ion can be
in o med by he o ma i e e alua ion, along wi h in e iews and/o ques ionnai es. Addi ionally, he
GEAM ool can be a aluable esou ce in his p ocess.
Summa i e E alua ion Templa e – ques ions
Impac Assessmen
Wha a e he main ou pu s o he GEP ha can be obse ed? Do hese coincide wi h he ex-
pec ed ou pu s? How a e hese measu ed?
Wha a e he main ou comes (pe a ge g oup) ha can be obse ed? Do hese coincide wi h he
expec ed ou comes? How a e hese measu ed?
Wha ( ype o ) main impac s (indi ec / di ec , in ended/ unin ended) o he in e en ion can be ob-
se ed? Do hese coincide wi h expec ed impac s? How a e hese measu ed? How sus ainable
a e hese impac s?
To wha ex en has he in e en ion becomes embedded in o ins i u ional ou ine/ egula ions/ p o-
cesses?
To wha ex en is he e an inc eased awa eness o gende issues and ins i u ional ac ions o gen-
de equali y?
To wha ex en has he scope o he GEP expanded o o he ins i u ions/ depa men s wi hin he
o ganisa ion?
Wha a e he main ac o s ha ha e hinde ed/ suppo ed he impac s o he in e en ion?
Table 3: Summa i e E alua ion Templa e – Ques ions (Sangiuliano, C esco, Palmén & Mülle e al. 2021, 32)
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Bundled ools and esou ces – moni o ing and e alua ion
Resou ce
Name
Link o he Resou ce
Desc ip ion
INSPIRE:
GEAM ool_ 3
h ps://inspi e.eu opame-
dia.o g/e-lea ning/chap-
e /52/o u2-geam- 3-se up
INSPIRE aining uni , which p o ides guidance on
se ing up and launching a GEAM su ey, based
upon ou empi ical esea ch on GEP impac ac-
o s.
INSPIRE:
OTU4
h ps://inspi e.eu opame-
dia.o g/e-lea ning/chap-
e /58/o u4-inclusi e-da a-
moni o ing
INSPIRE aining uni on inclusi e da a moni o ing
and indica o de elopmen .
INSPIRE:
Li e a u e
Re iew Da a
Moni o ing
h ps://zenodo.o g/ ec-
o ds/10033668
The epo gi es an o e iew o he li e a u e on
moni o ing Gende Equali y Plans (GEPs) in Re-
sea ch Pe o ming O ganisa ions (RPOs). The e-
po displays in o ma ion abou moni o ing GEPs
and how GEPs can include an unde s anding o in-
clusi e gende equali y.
Calipe : E alu-
a ion Me hod-
ology
h ps://zenodo.o g/ eco ds/
10433525
This ex includes he me hodology o e alua ing
he GEPs designed and implemen ed wi hin he
CALIPER p ojec . I is composed by wo main
pa s: he me hodology o a “ o ma i e e alua ion”
and he one o a “summa i e e alua ion”.
SPEAR: Moni-
o ing in Gen-
de Equali y
Wo k
h ps://gende -
spea .com/mul imedia
This podcas is an in e iew wi h Flo ian Holzinge
- an expe on da a analysis. The in e iew walks
you h ough he main s eps o da a moni o ing ap-
plied o he gende equali y sphe e.
GEARING
ROLES:
Guidelines o
GEP Design
E alua ion
h ps://zenodo.o g/ ec-
o ds/7736108
Guidelines o Design E alua ion.
TARGET:
Gende equal-
i y moni o ing
ool and guide-
lines o sel -
assessmen
h ps://www.gende a -
ge .eu/wp-con en /up-
loads/2022/08/D4.1-Moni o -
ing- ool.pd
The ool p o ides conc e e guidance on moni o ing
and sel -assessmen . The ex di e en ia es whe e
ele an be ween uni e si ies, esea ch pe o ming
o ganisa ions and esea ch unding o ganisa ions.

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Resou ce
Name
Link o he Resou ce
Desc ip ion
GENOVATE:
Guidelines o
e alua ing
gende equal-
i y ac ion plans
h ps://www. e-
sea chga e.ne /publica-
ion/326226367_E alua -
ing_Gende _S uc-
u al_Change_Guide-
lines_ o _E alua ing_Gen-
de _Equali y_Ac-
ion_Plans_2O16
The guidelines include inpu s om he e alua ion
li e a u e and guide you h ough he s eps o an
e alua ion p ocess.
FESTA:To-
wa ds Raising
O ganisa ional
Awa eness
h ps://eige.eu-
opa.eu/si es/de-
aul / iles/ es a_ oolki _ o-
wa ds_ aising_o ganiza-
ional_awa eness.pd
A ho ough guide on quan i a i e indica o s and
me hodology
EFFORTI
oolbox
h ps://e o i.o g/e o i-
oolbox-in o
The oolbox p o ides a amewo k o a wide ange
o s akeholde s – minis ies, unding agencies, p o-
g amme owne s, equali y o ice s, e c. – o conduc
a sound and comp ehensi e e alua ion o gende
equali y, bu also esea ch and inno a ion ou pu s,
ou comes and impac s o gende equali y
measu es.
EQUAL-IST:
Assessmen
me hodology
and indica o s
ile:///C:/Use s/baisne /
Downloads/EQUAL-
IST_D4.1_Assessmen _
me hodology_and_indica o s-
05%20(1).pd
A epo based on he expe iences o moni o ing
and e alua ing GEPs in se en esea ch-pe o ming
o ganisa ions. The epo p esen s he assessmen
me hodology and indica o s used in he moni o ing
p ocess and p o ides a moni o ing empla e plan.
GENERA
PAM Tool
h ps://www.gene a-ne -
wo k.eu/pam:pam
The PAM Tool can be used o ind measu es, indi-
ca o s and a ge s o Gende Equali y Plan and is
a ool o moni o ing as well as o guiding ac ions
o mo e gende equali y in physics.
PLOTINA:
Moni o ing ool
h ps://www.plo ina.eu/moni-
o ing- ool/
A moni o ing ool based on 10 co e indica o s and
40 speci ic indica o s, which can be selec ed based
on he ocus o you GEP.
The Equali y
Fund
h ps://equali y und.ca/wp-
con en /up-
loads/2021/09/Feminis -MEL-
Resea ch-O e iew-Pape -
FINAL-1.pd
Feminis app oaches o moni o ing, e alua ion and
lea ning (MEL)
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2. In e sec ionali y
2.1 Why in e sec ionali y in Sus aining and Deepening Change
Taking on an in e sec ional app oach in di e si y, equali y and inclusion wo k is essen ial o
sus aining and deepening change. In e sec ionali y is a amewo k, ool, o me hod (Ca bado e al
2013) ha can exac ly help o unde s and how in e locking sys ems o disc imina ion unc ion and
exace ba e each o he , especially in he capi alis , neolibe al Uni e si y (Salem 2016; Cha ez &
Benschop 2023) whe e job p eca i y, ime-limi ed con ac s, and compe i i eness domina e
(Guschke, Jus & Muh 2022; Guschke 2023).
Be o e del ing u he in o his opic, we wan o i s lay ou ou concep ual ame a ound
in e sec ionali y and how INSPIRE wo ks wi h he concep . INSPIRE unde s ands in e sec ionali y
as a concep ha aims a “exposing he in e locking sys ems o opp ession and p i ilege ha exis
no only on he indi idual and in e pe sonal le el, bu also on he le el o sys emic p ocesses and
social s uc u es ha ocus on how classism, ableism, acism (no ace), he e osexism, and
cisgende ism a e in e locked and how hese and o he sys ems o sameness and di e ence ela e
o powe , and mu ually ein o ce each o he ” (Palmén e al. 2023, 6). Fo a deepe concep ual
discussion o in e sec ionali y aimed a CoP wo k, we e e eade s o e.g., ACT’s bookle on
in e sec ionali y (2021). Fo a quick o e iew o in e sec ionali y wi h igu es and illus a ions, see
e.g., he Canadian Resea ch Ins i u e o he Ad ancemen o Women’s Feminis In e sec ionali y
P ime (2021).
2.2 The “I’s” in EU’s IGEPs: Unde s anding and Wo king wi h
In e sec ionali y and Inclusion
Taking an in e sec ional app oach in designing, engaging wi h, and doing di e si y, equali y and
inclusion wo k is essen ial i one is o wo k owa ds making academia mo e inclusi e and mo e jus .
In e sec ionali y and inclusi i y a e connec ed and complemen a y, as bo h help o push GEPs and
GE wo k o be mo e ep esen a i e o many di e en pe spec i es and di e en iden i ies (Cha ez &
Benschop 2023, p. 9-10). They bo h help o gi e a amewo k ha shi s he p ima y ocus o gende
equali y om mo e p i ileged social g oups in eminism (e.g., whi e, cis-s aigh , uppe class,
Wes e n women), who ha e been c i iqued as being hose whose oices ha e his o ically been
cen ed in eminis mo emen s, and who when pu suing he issues ha ma e mos o hem,
some imes pe pe ua e and uphold acis , classis o quee phobic s uc u es in academia (see e.g.,
Ahmed 2012; Cala ell 2012).
In e sec ionali y in pa icula pays a en ion o ques ions abou powe , ques ions abou e lexi i y
and posi ionali y, and hus ques ions abou inclusi i y wi hin eminis and GE coali ions. In asking
hese ques ions bo h a indi idual, in e pe sonal and s uc u al le els, an in e sec ional app oach
asks o a sys ema ic inclusion o he mos ma ginalised. This shi owa ds asking o inclusi e GE
wo k in eminism is mi o ed in he newes a icula ion o he EU’s guidelines on wo king wi h GEPs,
as he EU oo is now pushing IGEPS, inclusi e GEPs while simul aneously also encou aging
employing an in e sec ional pe spec i e.
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Inclusion and in e sec ionali y a e dis inc and sepa a e concep s and hus i ’s impo an o
unde s and he di e ences be ween hem. INSPIRE unde s ands “inclusion” “p ima ily as a
pa icipa o y, ans o ma o y p ocess guided by non-nego iable co e alues such as eminism, ca e,
social and epis emic jus ice, ai ness, equali y, solida i y, decolonialism, and democ a ic
pa icipa ion” (Palmén e al. 2023, 22). In p ac ice, bo h inclusion and in e sec ionali y aim o educe
inequi ies, bu inclusion doesn' always add ess he nuanced, mul i- ace ed, and laye ed
expe iences ha in e sec ionali y highligh s (Cha ez & Benschop 2023, p. 9-10). While inclusion
add esses he p ospec i e and gene alizable dimension o equali y —namely, he ways in which
social eali ies can be ans o med o os e g ea e equali y— in e sec ionali y engages he
desc ip i e and si ua ed dimension, examining how powe ela ions un old in pa icula con ex s and
his o ical momen s. In his sense, in e sec ionali y cons i u es he e y condi ion o possibili y o
inclusion. I is impo an o unde s and he common aims bu also he di e ences be ween
in e sec ionali y and inclusi eness in o de o eally s a o design and implemen in e sec ional
IGEPs.
A BASIC CONCEPTUAL UNDERSTANDING: WHAT IS INCLUSION & INTERSECTIONALITY?
1. Inclusion e e s o he p ac ice o c ea ing en i onmen s whe e all people eel alued,
espec ed, and able o ully pa icipa e, ega dless o hei di e ences. I ocuses on ensu ing
ha di e se g oups—based on ace, gende , disabili y, sexual o ien a ion, and o he
cha ac e is ics—a e welcomed and p o ided equal oppo uni ies o engage and h i e.
Inclusion is abou access, equi y, and pa icipa ion in a ious spaces, like wo kplaces,
educa ional ins i u ions, o communi ies.
2. In e sec ionali y, on he o he hand, is a amewo k, me hod o ool o unde s anding how
di e en aspec s o a pe son's iden i y (such as ace, class, gende iden i y, sexuali y, abili y,
e c.) in e sec and in e ac o shape hei expe iences o p i ilege and opp ession. I
add esses how people expe ience mul iple, inex icable o ms o disc imina ion o
ma ginalisa ion, which canno be unde s ood ully i hese iden i ies a e conside ed in
isola ed silos. Fo example, a Black woman may ace bo h acism and sexism, bu hose
expe iences a e no simply he sum o " acism" and "sexism"— hey a e in e wined in unique
and complex ways ha in luence he li e in speci ic ways.
Example:
• Focus: A p o o ypical example in he ield o labou ela ions is ha o a Black woman who is
denied employmen as ac o y s a in a company ha employs whi e women in
adminis a i e (whi e-colla ) posi ions and Black men as ac o y (blue-colla ) wo ke s. I we
examine sex and ace sepa a ely, one migh conclude ha he company has no engaged in
disc imina ion on ei he g ound, since i hi es women and i hi es Black indi iduals. Howe e ,
he Black woman occupies a dis inc posi ion om bo h Black men and whi e women, and i
is p ecisely his in e sec ional iden i y ha unde lies he exclusion. S e eo ypes associa ed
wi h physical labou p e en he om accessing ac o y posi ions, while educa ional gaps
linked o acial inequali y hinde he en y in o adminis a i e oles (Lousada-A ochena,
2023: 18-19).
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2.3 Wo king wi h in e sec ionali y and inclusion in IGEPs
A e e lec ing on in e sec ionali y and posi ionali y in GEP wo k, we now u n o how hese
p inciples can be applied in p ac ice. INSPIRE’s Suppo Package 2 ou lines nine key p inciples o
designing and implemen ing Inclusi e Gende Equali y Plans (IGEPs). These p inciples also o e
p ac ical guidance on embedding in e sec ionali y o suppo las ing change:
1. Pa icipa o y P ocesses (Inclusion): De eloping IGEP should be done h ough
pa icipa o y p ocesses in ol ing di e se o ganisa ional s akeholde s. I is c ucial o engage
decision-make s, implemen e s, and key a ge g oups (s a , s uden s, cus ome s) in he
planning and implemen a ion phases.
2. In e sec ionali y: IGEP should apply an in e sec ionali y amewo k suppo ed by clea ly
de ined s uc u al ac ions and objec i es a policy and o ganisa ional le els. Mains eaming
gende equali y h ough ac ions should be ocused on speci ic social cha ac e is ics.
3. Da a-D i en App oach: IGEP mus be g ounded in da a, u ilizing bo h quan i a i e and
quali a i e measu es. I should moni o ca ee p og ession, decision-making bodies,
leade ship posi ions, esea ch p ojec s, eaching con en , gende -based iolence and sexual
ha assmen . Da a collec ion should include alida ed measu es o gende , ace, e hnici y,
abili y, age, sexual o ien a ion, and o he ele an ma ke s o disc imina ion.
4. Con ex -Speci ic Design: IGEP should be designed o be con ex -speci ic, aligning wi h
na ional-le el policies. I should inco po a e an epis emic jus ice lens o add ess gende ed
powe ela ionships and d i e long- e m changes. I should ake ad an age o Communi ies
o P ac ice (CoPs) and/o ne wo ks o suppo change agen s and in e en ions. In o de o
encou age inno a i e solu ions oo ed in speci ic local his o ies and con ex s, i should aim
a unde s anding local and con ex ual mechanisms.
5. Lea ning om Expe ience and Locally Si ua ed Knowledge: IGEP should be buil on
lessons lea ned om ad ancing gende equali y while add essing speci ic pa e ns o
disc imina ion and inequali y expe ienced by ma ginalised g oups. IGEP should emphasise
he c ea ion o sus ainable, long- e m impac by in eg a ing locally si ua ed knowledge in o
he design and implemen a ion o GEPs. This app oach encompasses d awing insigh s om
p ac ical encoun e s, pas e o s, and he unique pe spec i es ound in speci ic
geog aphical, cul u al, and social se ings.
6. Resou ce Alloca ion: Financial and human esou ces o he de elopmen and
implemen a ion o IGEP should be alloca ed. Those include o ins ance esou ces o
aining, compe ence building, and sus aining ne wo ks o collec i e ac ion. I is also
ad isable o inco po a e gende budge ing in IGEP.
7. Gende and In e sec ionali y Compe ence and Knowledge: IGEP should add ess he
impo ance o gende compe ence and knowledge wi hin o ganisa ions. I is c ucial o d aw
on local knowledge om wi hin an o ganisa ion and om he o he expe ienced
o ganisa ions o simila backg ound o con ex . O he s a egies include p o iding aining,
engaging in gende equali y ne wo ks, and commissioning gende expe ise.
8. Clea Te ms, Ac ions and Accoun abili y: IGEP should use clea e ms o sex, gende ,
and o he p o ec ed cha ac e is ics based on na ional legisla ion. They should clea ly
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Takeaway o P ac i ione s
To implemen in e sec ionali y in IGEP M&E:
• Impo ance o mixed and quali a i e me hods. D awing on eminis pa icipa o y ac ion
esea ch (FPAR) and decolonial me hodologies, we a gue ha including di e se mino i y
g oups—especially h ough quali a i e and mixed-me hod app oaches—is c ucial o
meaning ul moni o ing, e alua ion, and in e en ion design. FPAR no only helps de ine
indica o s and da a amewo ks bu also ensu es ha hose mos a ec ed a e cen e ed in
dialogue h oughou an ac i i y’s li e cycle. This pa icipa o y p ocess s eng hens
accoun abili y, e eals p og ess, iden i ies necessa y adjus men s, and in o ms u u e
ini ia i es. By engaging s akeholde s ac oss a ied oles—s uden s, esea che s, acul y, HR
s a , di e si y o ice s, and bo h mino i y and non-mino i y membe s—policymaking
becomes mo e inclusi e and esponsi e. Mixed me hods app oaches en ich his p ocess by
cap u ing di e se expe iences and guiding indica o selec ion. Ul ima ely, his shi s he
esponsibili y o disman ling opp essi e s uc u es om ma ginalized indi iduals o
ins i u ions and leade ship, aming in e sec ional equali y as a collec i e esponsibili y.
• Policy. UniSAFE’s Toolki p o ides insigh in o how guidance no es and p o essional
guidelines can be used o explain o use s he impo ance and ele ance o in e sec ionali y.
I also illus a es how language and ques ions can be adap ed o be sensi i e o di e en
li ed expe iences. The oolki highligh s, o example, he impo ance o p o essionals
wo king wi h a GBV app oach o ask ques ions using sensi i e language and being mind ul
o he spec um o possible li ed expe iences (e.g., LGBTQIA+ iden i ies, eligious no ms o
belie s, p io aumas, e c.) (p. 65).
• Volun a y, In o med Consen and Collabo a ion wi h Resea che s. While i is c ucial o
consul legal and da a expe s wi hin he o ganiza ion, some esea ch and inno a ion (R&I)
ins i u ions ha e success ully employed olun a y, in o med consen as a me hod o ga he
in e sec ional quan i a i e da a on hei employees, despi e ha ing na ional an i-
disc imina ion laws in place ha ha e his o ically been in e p e ed in ways ha p e en
in e sec ional iden i y da a being collec ed. An example o his app oach can be seen in he
Uni e si y o Copenhagen (KU)’s Uni e si y Wide Inclusion Measu e, launched in 2024,
which exempli ies how in e sec ional da a can be in eg a ed in o ins i u ional p ac ices o
os e inclusion and add ess inequali ies. Impo an ly, ools like he GEAM ool can be e y
help ul in collec ing such da a on di e en GE aspec s a a gi en uni e si y. Fu he mo e,
esea ch on he opic highligh s ways o add ess inequali ies h ough mo e inclusi e and
in e sec ional app oaches o da a collec ion (e.g., Ben ley e al., 2023).
Bundled ools and esou ces – in e sec ionali y
Resou ce Name
Link o he Re-
sou ce
Desc ip ion
INSPIRE: In e sec-
ional policies in
Highe Educa ion
h ps://doi.o g/10.528
1/
zenodo.10033571
This scoping li e a u e e iew maps he exis ing scien i ic li -
e a u e on in e sec ional policies in Highe Educa ion and
Resea ch ins i u es.

Suppo Package 4 – Sus aining & deepening change
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Resou ce Name
Link o he Re-
sou ce
Desc ip ion
and Resea ch: a
scoping li e a u e
e iew.
The goal o he scoping li e a u e e iew is o iden i y which
scien i ic li e a u e is a ailable on he opic and wha a e he
cu en knowledge gaps.
INSPIRE: SPkg2:
How o se up an
Inclusi e Gende
Equali y Plan
h ps://www.in-
spi equali y.eu
/suppo /spkg
This suppo packages goes h ough s ep by s ep he di e -
en opics ha should be conside ed when se ing up an in-
clusi e gende equali y plan, including ouching b ie ly on in-
e sec ionali y.
ACT Bookle In e -
sec ionali y
h ps://gende po -
al.eu/si es/de-
aul / iles/ e-
sou ce_pool/ac _boo
kle _in e sec ional-
i y_27oc 2021.pd
The ACT bookle on in e sec ionali y, explo es how o e lap-
ping iden i ies—such as ace, gende , and class—shape
unique expe iences o disc imina ion and p i ilege. I empha-
sises he need o in e sec ional app oaches in esea ch and
policy, especially in STEMM ields, whe e sys emic inequali-
ies pe sis . The documen ad oca es o inclusi e gende
equali y plans and highligh s how bo h quali a i e and quan i-
a i e me hods can unco e complex social dynamics and
imp o e ins i u ional p ac ices.
ACT Videos on in-
e sec ionali y
h ps://www.bing.com
/ ideos/ i e iew/ e-
la -
ed ideo?q=ACT+Bo
okle +In e sec ional-
i y&mid=EC92D447C
8B1BB9CE706EC92
D447C8B1BB9CE70
6&FORM=VIRE
This ideo complemen s he ACT bookle by isually ex-
plaining he concep o in e sec ionali y and i s ele ance in
esea ch and inno a ion. The ideo highligh s how o e lap-
ping iden i ies—such as gende , ace, and disabili y—in e ac
wi h sys ems o powe , and why i 's c ucial o conside hese
in e sec ions when designing inclusi e policies and p ac ices
in academia and beyond.
The Canadian Re-
sea ch Ins i u e o
he Ad ancemen
o Women’s Femi-
nis In e sec ional-
i y: A P ime
h ps://www.c iaw-
ic e .ca/publica-
ions/ eminis -in e -
sec ionali y-p ime /
This p ime gi es an o e iew o wha in e sec ionali y is and
why i ’s impo an o add ess when wo king wi h disc imina-
ion and inequali y wo k in HE.
GEAM Tool
h ps://inspi e.eu o-
pamedia.o g/e-lea n-
ing/chap e /52/o u2-
geam- 3-se up
The Gende Equali y Audi and Moni o ing (GEAM) ool is
an in eg a ed en i onmen o ca ying ou su ey-based
gende equali y audi s in academic o ganisa ions o o gani-
sa ional uni s. I s co e ins umen is a lexible ques ionnai e
amewo k based upon he A hena Su ey o Science, Engi-
nee ing and Technology (ASSET) and on exis ing measu e-
men scales in he scien i ic li e a u e. I comp ises a collec-
ion o ques ions ha co e mos aspec s o gende equali y
in academic o ganisa ions, p o iding high-quali y da a o de-
signing and implemen ing gende equali y measu es and as-
sessing hei impac o e ime.
Suppo Package 4 – Sus aining & deepening change
Page 50 o 62
Resou ce Name
Link o he Re-
sou ce
Desc ip ion
How o Success-
ully Design and
De elop an Inclu-
si e GEP. Add ess-
ing In e sec ional-
i y, and Geog aphic
Inclusi eness. Pol-
icy B ie ing 1 o
EU-le el S ake-
holde s.
h ps://calipe -p o-
jec .eu
/clp-up-
loads/2023/04/
calipe _pol-
icy_b ie _ 1
_eu_ inal.pd
This policy b ie ing elabo a es on in e sec ionali y, and geo-
g aphic inclusi eness in ela ion o inclusi e GEPs. Focusing
on hese di e en dimensions, his policy b ie ing desc ibes
how he CALIPER me hodology add esses each one and
p o ides inpu s on how o design and de elop in inclusi e
GEP, acco ding o he abo e-men ioned dimensions.
Holis ic: Inclusi e
language oolki
h ps://s a ic1.squa e
space.com
/s a ic/5ae729 070e8
022e46 9a 5e
/ /610405cb3895686
3564 8876/
1627653579962/Cop
y+o +Inclusi e
+Lan-
guage+Toolki +V2.pd
A oolki helping o lay ou why ce ain language is pe cei ed
and el as o ensi e and disc imina o y and helps also o de-
ine inclusi e language and gi e examples o hei use. G ea
oolki o allies looking o a esou ce on how o change hei
language wi h hei colleagues o in hei eaching.
UniSAFE epo
h ps://ze-
nodo.o g/ ec-
o ds/7540229#.Y849
3nbMJPb
This epo p esen s a comp ehensi e analysis o he a ious
s ands o e idence ga he ed h ough he UniSAFE p ojec . I
d aws on a mul i-le el s udy o he knowledge gene a ed
wi hin he p ojec , ocusing on he p e alence, causes, and
impac s o gende -based iolence in esea ch-pe o ming o -
ganisa ions (RPOs), pa icula ly wi hin he amewo k o he
7P model.
UniSAFE Toolki
h ps://unisa e-
oolki .eu
The Toolki add esses gende -based iolence in Highe Edu-
ca ion and Resea ch Ins i u ions. I o e s guidance on de-
signing e ec i e policies and implemen ing conc e e
measu es.
Explo ing Indi idual
And Ins i u ional
Posi ionali y: A Tool
o Equi y in Com-
muni y Engage-
men and Collabo-
a ion
h ps://www.u -
ban.o g/si es/de-
aul / iles/2023-
12/Explo ing%20Indi-
idual%20and%20In-
s i u ional%20Posi-
ionali y.pd
The oolki is in ended o suppo esea che s, p ac i ione s,
policymake s, o ganisa ional leade s, and all who seek o ex-
amine hei own mo i es, iden i y, and eelings, o be e un-
de s and how hese in luence hei wo k.
Lance Gas Hep:
“Sex and gende in
in lamma o y bowel
h ps://www. helan-
ce .com/jou nals/lan-
gas/a icle/PIIS2468-
Fo an example o how o in eg a e in e sec ionali y in o e-
sea ch in he heal h science: An in e disciplina y eam o cli-
nicians, esea che s, pa ien s, and gende expe s e iewed
Suppo Package 4 – Sus aining & deepening change
Page 51 o 62
Resou ce Name
Link o he Re-
sou ce
Desc ip ion
disease ou comes
and esea ch”
1253(24)00159-6/ab-
s ac
cu en li e a u e on he e ec o sex and gende dimensions
on IBD ou comes. The eam also in es iga ed he ole ha
s akeholde s ha e in ad ancing sex-based and gende -
based IBD knowledge, as comp ehensi e s udies a e sca ce.
3. Powe , Backlash and Resis ance o (Gende )
Equali y and Di e si y
“We should celeb a e as a success case whe e he s a us quo has o s a o wo k ha d o
ep oduce i sel and has o in es esou ces and ene gy in esis ing gende change. The need o
isible esis ance o posi i e change is a success. I is e idence o he chipping away o pa ia chy; i
migh be chipping away eally slowly, bu i is changing.” (Mackay in Rao e al. 2016)”
3.1 Why powe , backlash and esis ance?
Add essing backlash and esis ance is c ucial o sus aining and deepening change. Unde s anding
powe s uc u es, imbalances, and ela ions, as well as s a egies o handle backlash i sel , is
essen ial o achie ing las ing impac . INSPIRE and ela ed p ojec s a gue ha a he han a oiding
backlash and esis ance, i is c i ical o add ess hem di ec ly. This app oach is in eg al o he
p ocess o ans o ma ion and can unco e inequali ies, challenge p e ailing belie s, and cons uc
al e na i e alues (Van Den B ink and Benschop, 2018; Cha es and Benschop, 2023). Gi en he
pe sis en na u e o backlash agains eminism and gende equali y, s a egic handling o esis ance
is essen ial o os e ing long- e m ins i u ional change.
INSPIRE adop s an in e sec ional and decolonial pe spec i e o ad ance social change h ough
equali y and di e si y e o s. The e o e, add essing backlash and esis ance wi hin gende equali y
wo k, pa icula ly in ansi ioning om gende equali y o inclusi e gende equali y, emains a
pe inen goal.
3.2 De ini ion o esis ance
Resis ance is a o m o opposi ion ha eme ges du ing change p ocesses o main ain he s a us quo
(Lomba do & Me gae , 2013; Me gae & Lomba do, 2014; Salminen-Ka lsson e al., 2016). In he
con ex o (I)GEP wo k, i e e s o a e usal o accep he changes p omo ed by gende
mains eaming, pa icula ly hose challenging exis ing powe s uc u es (Palmén, 2021). In his
Suppo Package, we unde s and esis ance as opposi ion o gende equali y policies, including
Suppo Package 4 – Sus aining & deepening change
Page 52 o 62
esis ance o in e sec ional app oaches. Ra he han a oiding esis ance, engaging wi h i o e s
aluable insigh s. Iden i ying i s o igins—whe he om ideological opposi ion, media na a i es, o
in e es g oups—suppo s mo e s a egic esponses and helps dis inguish be ween misin o ma ion,
misin e p e a ion, o deepe poli ical ensions. Rega dless o i s sou ce, main aining co e eminis
p inciples emains essen ial.
Resis ance mani es s in a ious o ms. Feminis and decolonial schola ship highligh s bo h explici
and implici esis ance. Implici esis ance, o en ha de o de ec , is embedded in ins i u ional no ms
ha can ein o ce pa ia chal, acis , cis-he e ono ma i e, and ableis sys ems. Unde s anding hese
dynamics is key o achie ing meaning ul and las ing ans o ma ion. Fo u he discussion, see
FESTA’s Handbook on Resis ance o Gende Equali y in Academia (Salminen-Ka lsson, Sağlame
e al., 2016).
Types o Resis ance
This sec ion explo es he di e en ways esis ance mani es s, om o e opposi ion o mo e sub le
o ms o eluc ance and inac ion. Di e en ypes o esis ances can be ca ego ized and exempli ied.
While explici esis ance is easie o ecognise, implici esis ance—such as dep io i ising gende
ini ia i es o ailing o alloca e necessa y esou ces—can be mo e challenging o de ec and
add ess. Resis ance can also occu a bo h indi idual and ins i u ional le els, wi h indi iduals
obs uc ing p og ess h ough denial o disengagemen , while ins i u ions c ea e ba ie s h ough
bu eauc a ic p ocedu es and policies. Impo an ly, esis ance is no me ely an obs acle; i is a
na u al pa o o ganisa ional change and a sign ha powe s uc u es a e being challenged.
Table 4: Types o esis ance
Suppo Package 4 – Sus aining & deepening change
Page 53 o 62
(In Palmén 2021, p. 3)
Resis ances can be in en ional and explici o sub le and implici
Explici o ms o esis ance a e o en eadily iden i iable bu can be challenging o add ess
e ec i ely. As highligh ed in he ACT: Resis ance o Change ideo, sub le o ms o esis ance can
be e en mo e di icul o de ec and, consequen ly, o coun e ac . These o ms o esis ance o en
mani es h ough indi ec means, such as he ailu e o alloca e su icien esou ces o a lack o
p io i isa ion o he issue a hand. While he e may be an ou wa d appea ance o compliance, a
deepe examina ion o en e eals an unde lying eluc ance o engage meaning ully wi h he change
p ocess. This passi e esis ance becomes pa icula ly p oblema ic when an ins i u ion o
o ganisa ion o mally acknowledges he need o change bu consis en ly ails o ake conc e e s eps
owa d i s implemen a ion. The illusion o compliance no only obscu es esis ance bu also makes i
mo e di icul o challenge, as i does no p esen i sel as o e opposi ion bu a he as an ongoing
ailu e o ansla e commi men s in o ac ion.
Resis ance a indi idual le el and ins i u ional le el
Resis ance o change can appea a bo h indi idual and ins i u ional le els, each posing unique
challenges. Indi iduals may esis openly - by denying he need o change - o mo e sub ly, h ough
disengagemen , eluc ance o pa icipa e, o lack o ollow- h ough. These passi e o ms a e o en
ha de o add ess because hey don’ appea as di ec opposi ion.
Ins i u ional esis ance is mo e deeply oo ed, embedded in bu eauc a ic s uc u es, p ocedu es,
and policies. Unlike indi idual esis ance, i can’ be easily esol ed h ough dialogue. Delays,

Suppo Package 4 – Sus aining & deepening change
Page 54 o 62
misaligned policies, and o ganisa ional ine ia can signi ican ly slow p og ess and equi e sus ained,
s a egic ac ion o o e come.
As emphasised in his suppo package and he O e coming Resis ance ideo, esis ance is no jus
an obs acle i ’s pa o he change p ocess. I o en signals ha powe dynamics a e shi ing. When
add essed hough ully, esis ance can e eal unde lying ensions and ul ima ely suppo mo e
meaning ul and las ing ans o ma ion.
The VicHeal h (En)coun e ing Resis ance guide (2024) o e s a help ul way o unde s and and
isualise di e en o ms o esis ance.
A he mos passi e end is denial, whe e people o ins i u ions simply e use o see a p oblem. They
migh say hings like, “The e’s no issue he e,” o blame hose speaking up. Disa owal is simila -
i ’s when someone a oids aking esponsibili y, saying hings like, “I ’s no my job.” Then he e's
inac ion, whe e change is pu o in a ou o o he “p io i ies,” o en using excuses like, “I ’s no he
igh ime.”
Mo e sub le o ms o esis ance include appeasemen o e ing emp y suppo o a oid eal change,
as in, “Yes, yes, we should do some hing… e en ually.” App op ia ion happens when people
p e end o suppo gende equali y bu make excuses no o ac , like, “We’d hi e mo e women i hey
we e mo e expe ienced.” Ano he ac ic is co-op ion, whe e equali y language is wis ed o oppose
p og ess o example, “Wha abou men’s igh s?”
Mo e di ec esis ance includes ep ession, whe e exis ing gende equali y e o s a e olled back.
This migh be jus i ied wi h claims like, “We ied, bu women didn’ wan he oppo uni y.” The mos
agg essi e o m is backlash, whe e hos ili y u ns in o ou igh a acks on eminis s, wi h s a emen s
like, “These eminis s dese e all he abuse hey ge .”
Recognising hese di e en o ms o esis ance helps us espond e ec i ely. While open esis ance
can o en be add essed head-on, sub le ypes - like inac ion o appeasemen - need ca e ul,
s a egic esponses. By unde s anding how esis ance wo ks ac oss his spec um, we can be e
p o ec p og ess and keep gende equali y e o s mo ing o wa d.
Suppo Package 4 – Sus aining & deepening change
Page 55 o 62
(as published in Vic Heal h’s (En)coun e ing esis ance: S a egies o espond o esis ance o
gende equali y ini ia i es (2024)).
Resis ance om wi hin: Resis ance o in e sec ionali y and o he u n owa ds inclusi e
GEPs wi hin eminis g oups
In some con ex s, he e has been pushback om eminis s who belie e gende should be p io i ized
o e o he iden i y ca ego ies. They may esis e o s o cen e in e sec ionali y o shi owa d
b oade di e si y, equi y, and inclusion (DEI) amewo ks, ea ing ha ocusing on mul iple o ms o
Suppo Package 4 – Sus aining & deepening change
Page 56 o 62
disc imina ion will dilu e he igh agains sexism. This conce n o en s ems om wo y ha limi ed
esou ces—whe he poli ical, economic, o human—will be sp ead oo hin.
Howe e , his s ance can aliena e BIPOC, LGBTQIA+, disabled, mig an , o wo king-class
communi ies, especially when he ocus emains on he conce ns o mo e p i ileged women (e.g.,
whi e, Wes e n, cis-he , able-bodied, middle/uppe class). Such exclusion weakens eminis
mo emen s by igno ing how sexism is in e connec ed wi h acism, classism, ableism, quee - and
ansphobia—an insigh cen al o ea ly in e sec ional Black eminis hough (see Cho e al., 2013).
By insis ing on a “gende - i s ” app oach, hese eminis s isk losing connec ion wi h a b oade
coali ion o schola s, ac i is s, and p ac i ione s who p io i ize in e sec ionali y and solida i y.
P ojec s like RESIST espond o his by aking a quee and ans eminis app oach o esis ance,
highligh ing how LGBTQIA+ communi ies a e especially a ge ed by an i-gende mo emen s.
3.5 S a egic F aming: How o S a egically Add ess Resis ance &
Backlash
Facing backlash o eminis wo k can be ough, bu i ’s impo an o s ay g ounded, hough ul, and
esilien . One o he i s hings o emembe is no o ake c i icism pe sonally. Mos backlash
a ge s he ideas being sha ed - no he indi idual sha ing hem. While some c i icism can be help ul
and wo h e lec ing on, ha e ul o oxic esponses o en e lec b oade social ensions a ound
change, no you pe sonal wo h.
When deciding how o espond, choose you ba les wisely. Some imes i ’s be e no o espond a
all - especially i doing so would only d aw mo e a en ion o misin o ma ion o escala e con lic . I
you do espond, s ay calm, espec ul, and ocus on ac s a he han emo ions. Use you oice
s a egically o coun e alse claims and highligh he co e goals o eminism in a way ha s ays ue
o you alues.
Suppo om o he s is key. Feminism is a collec i e mo emen , and building solida i y wi h allies -
o he eminis s, social jus ice ad oca es, and communi y membe s - can make all he di e ence.
These ne wo ks o e bo h emo ional suppo and p ac ical help when you' e acing c i icism.
P o ec ing you men al and emo ional well-being is also essen ial. Se bounda ies, limi you
exposu e o oxic con en , and p io i ise sel -ca e. Su ound you sel wi h people who upli and
suppo you.
S a egically, i helps o e ame he con e sa ion. Show how eminis p inciples bene i e e yone -
no jus women. Fo example, eminism also challenges ha m ul ideas abou masculini y, helping
men oo. Sha ing ac s, esea ch, and eal-wo ld s o ies can b eak down misunde s andings and
open he doo o mo e meaning ul con e sa ions.
Backlash can ac ually be a sign ha he wo k is making an impac . Social change o en mee s
esis ance, especially when i challenges deeply oo ed sys ems o powe . While i can eel
Suppo Package 4 – Sus aining & deepening change
Page 57 o 62
us a ing, backlash is o en pa o he p ocess o p og ess. The pa h isn’ always smoo h, bu
e e y s ep o wa d adds o he momen um owa d g ea e equali y and jus ice.
3.6 Focusing on communi y & jus ice c ea es deep & sus ained change
Impo ance o Communi ies o P ac ice (CoPs)
Building on ACT’s esou ce on Resis ance o Gende Equali y, Communi ies o P ac ice (CoPs)
se e as a aluable ool o os e ing engagemen and o e coming esis ance in o ganisa ional
change p ocesses, including he implemen a ion o Gende Equali y Plans (GEPs). Because CoPs
emphasise pa icipa ion, indi iduals in ol ed in decision-making a e mo e likely o suppo o a
leas no ac i ely esis changes, as hey ha e a sense o owne ship o e he p ocess. By
inco po a ing di e se pe spec i es and acili a ing consensus-building, CoPs help o c ea e solu ions
ha a e b oadly accep ed, educing he likelihood o s ong opposi ion. Thei collabo a i e na u e
also encou ages mu ual lea ning, inc easing awa eness o he need o change and os e ing a
sha ed unde s anding o ins i u ional ans o ma ion.
Addi ionally, CoPs p o ide a space o c i ical discussions whe e esis ance can be add essed
cons uc i ely, some imes leading o a clea e a icula ion and s onge jus i ica ion o p oposed
changes. This can ul ima ely esul in mo e e ec i e and sus ainable e o ms. Fu he mo e, CoPs
ocus on ac ual p ac ices wi hin ins i u ional se ings, ensu ing ha change e o s a e g ounded in
eal-wo ld applica ion a he han emaining abs ac o heo e ical. By emphasizing pa icipa ion,
collabo a ion, and p ac ical implemen a ion, CoPs c ea e an en i onmen whe e change is bo h
mo e achie able and mo e endu ing.
Bundled ools and esou ces – Resis ance
Resou ce Name
Link o he Resou ce
Desc ip ion
INSPIRE Deepening and
Sus aining Change
h ps://zenodo.o g/ ec-
o ds/10032961
An o e iew o he li e a u e on deepening and
sus aining o ganisa ional change owa ds in-
clusi e gende equali y in Resea ch and Inno-
a ion O ganisa ions.
The o e iew shows ha a lo o wo k has
been done on ba ie s o change and he
analysis o his is di ided in o sys emic ba ie s
o change and ins i u ional ba ie s o
change. (see pp. 19)
SUPERA: Toolki Re-
sis ances o S uc u al
Change in Gende
Equali y
h ps://www.supe ap ojec .e
u/wp-con en /up-
loads/2022/02/Resis ances-
o-S uc u al-Change-in-Re-
sea ch-and-Inno a-
ion_ 02.pd
The oolki consis s o h ee sec ions: 1. Ca e-
go ising and heo ising esis ances, 2. com-
mon guidelines o dealing wi h esis ances
and 3. a esis ance oolki .