•Bi gy Lo enz
Tallinn Uni e si y o Technology, Es onia
•B enda Mu phy
Uni e si y o Mal a, Mal a
•Ka ima Echihabi
Mohamed VI Poly echnic Uni e si y, Mo occo
•Ka ja Tuma
V ije Uni e si ei Ams e dam, Ne he lands
•Ma ia Paloma Diaz Pe ez
Uni e sidad Ca los III de Mad id, Spain
•Ma ieke Huisman
Uni e si y o Twen e, Ne he lands
•Paula Alexand a Sil a
Uni e si y o Coimb a, Po ugal
Con en s
Execu i e Summa y 1
Towa ds an Inclusi e and Di e se En i onmen in Academia 2
The Need o a Change 2
Change he Cul u e no he Women 4
Ca ee De elopmen 4
Men o ing 4
Fi s S eps In o Ac ion 8
O ganising he Cul u e Change 8
Conside a ions o Realise a Cul u e Change 8
Conc e e Ac ions o Implemen a Cul u e Change 9
Se ing up a Ca ee De elopmen P og am 11
To be o no o be an academic 11
A oo in he doo 12
Success comes in di e en o ms 12
Ca ee -de elopmen ecommenda ions ele an a any ca ee s age 13
Se ing up a Men o ing P og am 14
Ge ing s a ed 14
Sus aining he P og am and Managing P og ess 16
Conclusion 19
Execu i e Summa y
Women a e unde - ep esen ed in academia, ei he because hey do no conside an academic
ca ee as an op ion o because hey d op ou o he pipeline oo soon.
In his bookle , we examine he main challenges ha women ace in ad ancing academic
ca ee s, and we p opose conc e e ac ions o add ess hese challenges ocusing on h ee main
di ec ions ha ha e been shown o os e women’s ad ancemen :
•build a suppo i e en i onmen ,
•build ca ee de elopmen ini ia i es and
•es ablish men o ing p og ams.
We a gue ha he p e ailing cul u e in many academic ins i u ions is no suppo i e owa ds
women and ou line conc e e ac ions o implemen a cul u e change. We highligh he a ied
ca ee pa hs ha exis in academia, and p opose ca ee de elopmen ecommenda ions ele an
o all ca ee s ages, and ones ailo ed owa ds key ca ee junc u es. We also p o ide s ep-by-s ep
ac ions o se up success ul men o ing p og ams and add ess di e en men o ing needs.
This bookle is aimed a bo h manage s and indi idual women. I can help manage s o
s a aking ac ion owa ds suppo ing emale s uden s and acul y, and i can guide women
who wo k in non-suppo i e en i onmen s o a e jus looking o unde s and he sys em.
1
Towa ds an Inclusi e and Di e se En i onmen in Academia
In ecen yea s, much a en ion has been gi en, and much ime expended, on unde s anding he
challenges and ba ie s ha women ace in secu ing hei educa ion, p og essing ha educa ion
o ake up places in academia, and ad ancing wi hin academic ins i u ions.
The challenges aced a e no only a ound di e si y bu also a ound equali y and equi y. This
epo discusses hese challenges, and possible ac ions ha can be aken o add ess hem. I
should be no ed ha many o he ac ions ha we lis in his epo can also be bene icial o
o he s, al hough ou s a ing poin is o imp o e he posi ion o women in academia.
The EU has a ea y obliga ion o p omo e equali y be ween women and men in all o i s
ac i i ies, which p o ides he basis o gende mains eaming (Audi o s 2021) and so we a e
manda ed o add ess issues ha women ace, so as o ensu e ha hey join, emain, and p og ess
in academia. The loss o emale alen in In o ma ics no only hampe s he discipline bu also
unde mines socie al p og ess, pa icula ly in an e a whe e he economy is apidly digi ising, and
Eu ope seeks o ca ch up on key echnologies o ensu e g ow h, compe i i eness, sus ainabili y,
and inclusion (Smi e al. 2022).
The Need o a Change
Women pe sis en ly ace challenges and ba ie s ha disad an age hem - ega dless o he
ins i u ion hey a e wo king wi hin. Table 1ou lines some o hese ba ie s (please e e o i
o a be e unde s anding o hem). F om he glass ceiling (O’Connell and McKinnon 2021)
o he s icky loo (B own e al. 2020) he ba ie s, in isible o o he wise, p e ail.
In isible ba ie s con inue o exis , e en hough he e a e no isible o explici obs acles
keeping women (and o he mino i ies) om acqui ing ad anced job posi ions. While he glass
ceiling ends o c ipple women om secu ing key decision-making, and highe ea ning pos s in
he o ganisa ion, hey also encoun e he glass ele a o /escala o (Williams 1992).
Women a e also likely o be ‘caugh in axis’ o ho izon al and e ical seg ega ion (Wood-
hams, T ojanowski, and Wilkinson 2022). The ba ie s wi hin o ganisa ions emain sc u inised,
howe e while ceilings and loo s p e en upwa d mobili y, women also ace challenges be o e
hey e e join he o ganisa ion. When he p ocess o ec ui men is examined i has been ound
ha he e is unconscious bias a ound he ec ui men space. When algo i hms o humans know
he gende o he pe son, o ha e a pic u e o he pe son, an unconscious bias ha kicks in and
impac s on how ha pe son is pe cei ed – posi i e o nega i e – wi h di ec impac on job suc-
cess. Ca oline C iado Pe ez (2022) ound ha “men hink o ‘a man’ 80% o he ime hey hink
o ‘a pe son’”, and he UN 2020 ound ha 90% o men/women globally a e biased agains
women (P og amme) 2020). I has been ound ha blind ec ui men , a p ocess ha emo es
iden i ica ion de ails om applica ions, emo es o p e en s unconscious bias and migh help
wi h hi ing mo e women o he wo k o ce. Implemen ing blind ec ui men p ocesses has been
shown o inc ease he di e si y o hi es by ocusing solely on skills and quali ica ions, bu his
is no all o equalise he possibili ies. We need o be awa e o he sys emic challenges women
ace ac oss di e en sphe es bu also highligh he need o ongoing e o s owa ds achie ing
gende equali y and inclusi i y in he wo kplace.
Finally, he glass cli (coined by Ryan and Haslam 2005) eme ges as a mo e sub le ba ie
han he o he s abo e. I explains he phenomenon whe eby women who a e able o b eak
h ough he glass ceiling a e ac ually mo e likely han men o ind hemsel es in posi ions o
isk a he op. Fo example, i he o ganisa ion is in c isis, managemen o en u ns o and
2
Table 1: Challenges Faced by Women in he Wo kplace: A Lis o Key Ba ie s
Challenge De ini ion Examples
Glass Ceiling (Mo i-
son, Whi e, and Van
Velso 1987)
In isible ba ie ha p e en s
women om ising o highe po-
si ions in an o ganisa ion.
Despi e equal quali ica ions, a woman
may be o e looked o a p omo ion ha
is ins ead gi en o a male colleague.
S icky Floo (Bab-
cock and Lasche e
2009)
Disc imina o y employmen pa -
e ns keep women in lowe -
anked and lowe -paid occupa-
ions.
Women ge minimal chance o ad-
ancemen oles, e.g. adminis a i e
posi ions, while male coun e pa s a e
as - acked in o managemen .
Glass Ele a-
o /Escala o
(Williams 1992)
The phenomenon o men being
apidly p omo ed o e women
in o leade ship posi ions, espe-
cially in emale-domina ed ields.
In ields like educa ion o heal hca e,
male a e mo e quickly p omo ed o se-
nio posi ions han hei emale col-
leagues wi h simila o e en supe io
c eden ials.
Ho izon al and Ve -
ical Seg ega ion
(Cha les and G usky
2004)
Ho izon al seg ega ion concen-
a es one gende in speci ic p o-
essions, while e ical seg ega-
ion es ic s ad ancemen based
on gende .
Women may be p e alen in nu sing
(ho izon al seg ega ion) bu a ely ad-
ance o hospi al adminis a ion oles
( e ical seg ega ion).
Rec ui men Uncon-
scious Bias (Moss-
Racusin e al. 2012)
Biases a ec hi ing decisions
when he gende o he candida e
is known.
Men a e en isioned as he de aul ‘pe -
son’ in p o essional se ings, leading o
a p e e ence o male candida es in hi -
ing.
Glass Cli (Ryan
and Haslam 2005)
Women a e mo e likely o be
placed in leade ship oles du ing
imes o c isis, wi h a highe isk
o ailu e.
Women a e o en chosen o leade ship
oles wi h highe isk, po en ially ein-
o cing s e eo ypes o emale leade ship
inadequacy.
Pe sis en Gende
Bias ((UNDP) 2020)
Widesp ead bias agains women,
a ec ing pe cep ions and oppo -
uni ies.
People wo ldwide hold biases agains
women, impac ing hei p o essional
and pe sonal li es.
Golden Ski (Seie -
s ad and Opsahl
2011)
P ac ice o appoin ing a single
woman o p ominen oles o
symbolise gende di e si y wi h-
ou genuinely add essing sys-
emic inequali y.
A co po a ion includes one woman on
i s execu i e eam o showcase di e si y
bu ails o implemen b oade inclusi e
policies o p ac ices.
The ‘One Woman’
Scena io (Kan e
1977)
Repea edly choosing he same
women o ep esen gende di e -
si y ac oss p ojec s/commi ees,
limi ing he isibili y and op-
po uni ies o o he quali ied
women.
A company epea edly ea u es he
same emale execu i e in all di e si y
p omo ions and panels, sidelining o he
capable women and educing he im-
pac o di e si y e o s.
Second gene a-
ion disc imina ion
(Iba a, Ely, and
Kolb 2013)
P ejudice ha esul s om ea -
lie sys emic gende biases, e.g.
o ganisa ional p ac ices, cul u al
no ms, o socie al expec a ions,
o en sub ly mani es ing.
Being (sel )excluded om p omo ion
o no being pa o he in o mal wo k-
ing ne wo ks (old boy’s club).
Gende ed expe ience
(Ha dey 2019)
Di e en pe cep ion o he same
si ua ion due o gende iden i y.
Mic oag essions o expec a ions abou
lack o leade ship skills a e ypical en-
gende ed.
3
p omo es a woman, placing he in a likely posi ion o ailu e. Resea ch by Haslam ound ha ,
when shown esumes o male and emale candida es, 300 in e iewees chose he male candida e
when he company was success ul and he emale candida e when he company was ailing,
sugges ing ha he ‘old boy’s ne wo k’ pe sis s, and as soon as he e is ouble he ne wo k
won’ wan o gi e he job o hei ‘old boys’, so a woman will be appoin ed/p omo ed.
Change he Cul u e no he Women
While we ha e documen ed he key issues ha women ace when hey access ins i u ions, he
he o ic ha women o en hea is ha ‘ hey should wo k ha d’, ‘do hei bes ’, ‘s i e o excel’
e c., and hey will succeed. Howe e we know ha despi e he bes e o s o women e e ywhe e,
he ba ie s pe sis (see also Schiebinge 1999). The onus should no be placed on women o
succeed, when we know ha he ba ie s and challenges exis wi hin he o ganisa ion, and a e
sys emic. I is he cul u e and he en i onmen ha we need o change and he onus needs o
be on he o ganisa ions and ins i u ions o do jus ha (Li and Came on 1997; Lau sen and
Aus in 2020).
Thus, we need o change he cul u e o he o ganisa ion, and as a esul change e e ybody’s
pe spec i e on he posi ion o women in he o ganisa ion. Fo his, wo hings a e impo an :
(1) bo h managemen , and e e ybody in ol ed in decision making in he o ganisa ion should
acknowledge ha change is needed, and ha his will be bene icial o he o ganisa ion as a
whole, and (2) a he same ime he manage s and senio leade s should p o ide suppo o
women in he o ganisa ion o secu e and imp o e hei posi ion. This documen will discuss
wha can be done o ealise his cul u e change, and i will in e oga e and de elop wo lines o
ac ion o imp o e he si ua ion o women in academia: ca ee de elopmen and men o ing.
Ca ee De elopmen
Acco ding o he Encyclopedia o Ca ee De elopmen (G eenhaus and Callanan 2006), ca ee
de elopmen is a mul i ace ed opic ha can be explo ed om pe sonal, o ganisa ional, social
o legal pe spec i es.
F om a pe sonal pe spec i e, ca ee de elopmen is a p ocess o explo a ion and ac ion
ha an indi idual unde akes o ul il p o essional aspi a ions. The s a egies and decision
making s yles a y acco ding o he indi idual’s abili ies, pe sonali y, and alues sys em. In
con as , o ganisa ions conside ca ee de elopmen as a se ies o p og ams and p ac ices ha
help pa icipan s achie e success in hei ca ee s. Such p og ams include academic ad ice,
ca ee counselling, men o ing, and heal h/well-being ini ia i es.
The legal and social con ex s also ha e a di ec impac on how indi iduals and o ganisa ions
app oach ca ee de elopmen . Fo example, labou laws on employmen secu i y and unjus
e mina ion and social class, cul u e and e hnici y can ha e a s ong in luence ca ee decision-
making a bo h he indi idual and o ganisa ional le els (G eenhaus and Callanan 2006).
The e is a consensus ha women a e no well- ep esen ed in academia, ei he because hey
do no conside i as an op ion a all o because hey lea e i p ema u ely (Gasse and Sha e
2014; Goulden, Mason, and F asch 2011). P o iding women ac i e ca ee de elopmen suppo
is key, as i has been demons a ed o inc ease mo i a ion, empowe men , and esilience (London
1993).
In his bookle , we ocus p ima ily on ca ee de elopmen om pe sonal and o ganisa ional
iewpoin s. We highligh he di e en ca ee possibili ies and pa hs ha exis in he academic
wo ld and emphasise he main ac ions ha indi iduals and ins i u ions can unde ake o suppo
ca ee de elopmen in academia.
4
Men o ing
A ecen epo by he Eu opean Commission 2021 concluded ha women a e s ill unde ep-
esen ed in Science, Technology, Enginee ing and Ma hema ics (STEM), especially in he mo e
senio anks o academic ca ee s, in which only 17.9% o he posi ions a e occupied by women.
The same epo ound ha he ield o Enginee ing & Technology is he one wi h he lowes
p opo ion o women among g ade A academic s a , excep o i e coun ies: Cyp us, Luxem-
bou g, Mal a, Slo enia, and Is ael. Men o ing has been ecognised as an impo an ins umen
o os e ing academic women’s ca ee s and educing he unde ep esen a ion o women. How-
e e , men o ing is a e y b oad e m, which leads o a lack o ag eemen on wha men o ing is
and how he e m can be de ined (Meschi i and Law on Smi h 2017).
Table 2: Di e en de ini ions and iews o men o ing
“men o ing implies an exclusi e ela ionship in which a mo e expe ienced pe son p o ides
s a egic ad ice o acili a e he p o essional and pe sonal de elopmen o ano he , less expe i-
enced one”. Meschi i and Law on Smi h 2017
“o -line help by one pe son o ano he in making signi ican ansi ions in knowledge, wo k o
hinking”. Megginson, Clu e buck, and Ga ey 2006
“a olun a y and ecip ocal lea ning ela ionship ha o e s p o essional and ca ee de elop-
men o he men ee, and oppo uni ies o he men o o g ow h ough sha ing hei knowledge.
I is ypically men ee-d i en”. Vic o ia Uni e si y o Welling on 2023
“a o m o olun a y help, which is no necessa ily g a is, which a o s de elopmen and lea n-
ing, based on an in e pe sonal ela ionship o assis ance and o exchanges in which an expe-
ienced pe son in es s hei acqui ed wisdom and hei expe ise, in o de o a o he de el-
opmen o ano he pe son, who has o a ain some compe ences and p o essional objec i es”.
Gue ie Gue ie 2004
“men o ing should help he men ee o be e unde s and he o ganiza ional con-
ex and ca ee oppo uni ies, a oid isola ion, and access ele an ne wo ks”.
Meschi i and Law on Smi h 2017
Table 2ou lines se e al de ini ions o he e m, hough men o ing can be b oadly concep-
ualised as a single, o malised, dyadic, hie a chical ela ionship be ween a senio and junio
acul y membe (Zelle s, Howa d, and Ba cic 2008). In his o m, men o ing closely ollows he
de ini ion o Ka hy K am (1985), an ea ly men o ing esea che , who de ined men o ing as:
“a ela ionship be ween an olde , mo e expe ienced men o and a younge , less
expe ienced p o ´eg´ee o he pu pose o helping and de eloping he p o ´eg´ee’s ca ee ”
Ragins and K am 2007.
This b ead h o he de ini ion can be p oblema ic Mullen 2009 and, hence, he wo d men-
o ing is o en used in e changeably wi h such e ms as ad ising and supe ising, coaching, and
sponso ing ( o de ini ions see Table 3). While he e a e di e en nuances o each o hese oles,
all s i e o p omo e ca ee ad ancemen .
5
labs. This will help hem ge , ea ly on, a glimpse o he di e en possibili ies a e he
Ph.D. and s a building hei ne wo k o u u e collabo a ions.
•O ganise hands-on aining sessions o help s uden s lea n how o w i e and publish
academic pape s, communica e in an a icula e way, na iga e he ela ionship wi h supe -
iso s, and each e ec i ely, e c.
A oo in he doo
En y jobs in academia a e di e se and can a y depending on he geog aphy, he ins i u ion,
he economic ou look, and he indi idual’s in e es (Musselin 2009). Fo example, some Ph.D.
holde s land hei i s assis an p o esso posi ion igh a e g adua ion, while o he s need o
i s hold one o mo e pos doc o al posi ions. Some choose o emba k on a eaching-only o
esea ch-only ca ee while o he s p e e a combina ion o bo h. The i s posi ion is ypically on
a ixed- e m con ac , bu i can also be on a pe manen con ac . Compa ed o senio acul y,
ea ly-ca ee acul y a e a a highe isk o lea e he pipeline Hollywood e al. 2020. Below, is a
lis o ecommenda ions (So cinelli and Billings 1992) ha can help academic ins i u ions e ain
and nu u e ea ly-ca ee acul y.
•Inc ease suppo o esea ch and eaching h ough in e nal g an s/ unds o pu chase
equipmen , books, pay o a el and hi e esea ch/ eaching assis an s and lab echni-
cians, pedagogical suppo om he ins i u ion’s eaching cen e o senio acul y, and a
educ ion o he eaching/se ice wo kload o junio acul y.
•Es ablish ea ly-ca ee g an de elopmen p og ams ha ma ch junio acul y wi h senio
acul y who ha e simila esea ch in e es s, om di e en ins i u ions. The Excellence in
A ica (EXAF) ini ia i e is a g ea example (EPFL Excellence in A ica Annual Repo
2001).
•Pu a ai and anspa en p omo ion p ocess in place ha cla i y he p omo ion c i e ia,
measu es o success, and imeline while main aining enough lexibili y o e alua e ac-
ul y wo k om di e en disciplines. Addi ionally, egula eedback should be p o ided o
ea ly-s age acul y o help hem iden i y s eng hs and po en ial oppo uni ies o imp o e-
men . While s a egic ambigui y (Ca e, L. Wa d, and Fo d 2022) emains a common law
in p omo ion p ocesses wi hin academia, pa icula ly when p omo ion conce ns enu e,
mino i ies including women end o be mo e a ec ed by his because hey do no ha e
access o he ‘hidden ules’ loca ed in in o mal social ne wo ks.
Success comes in di e en o ms
Al hough some women choose o ollow he con en ional lock-s ep ca ee ack, mo ing om
con inuous ull- ime educa ion o con inuous ull- ime wo k, many ind his p og ession o be
incompa ible wi h hei pe sonal choices (Bian and Wang 2019), and op ins ead o ca ee
ajec o ies ha a e p o ean (D. T. Hall 1996; D. T. Hall 2004), i.e. hey a e go e ned by
indi idual a he han o ganisa ional choices, and bounda yless (Inkson e al. 2012), i.e. going
beyond he bounda ies o a single o ganisa ion.
Howe e , mos academic ins i u ions s ill adop he lock-s ep ca ee model as a ya ds ick
o ad ancemen and p omo ion (Yassinskaya e al. 2010) which con ibu es hea ily o he
leaky pipeline. To limi his leakage, highe educa ion ins i u ions need o suppo women in
ad ancing acco ding o hei chosen ca ee ajec o y, while adop ing a mo e holis ic app oach o
12
he measu emen o success which can be a con inuum in he p o esso ship, aking on leade ship
posi ions in he ins i u ion and/o engaging in an en ep eneu ship endea ou . In he ollowing,
we ou line some speci ic ac ions ha o ganisa ions and/o schola s can unde ake o suppo
mid-le el ca ee de elopmen .
•Help women o e come he e en mo e ambiguous and hidden ules, as hey s i e o p og ess
o p o esso ship (June 2016), by suppo ing hem in inc easing hei in e na ional isibili y
and impac , championing hei applica ions o leade ship posi ions wi hin p o essional
associa ions and in i ing hem o speak a high-p o ile con e ences.
•Encou age women who choose o become senio academic leade s such as dean, p o os
o p esiden , o build/hone he key compe encies o e ec i e academic leade ship, while
being ca e ul o do so when ou looks a e posi i e and no only du ing shaky o ganisa ional
si ua ions (Pe e son 2016). These can be g ouped in o social skills (e.g. communica e
e ec i ely, be a eam playe , accep c i icism), pe sonal capabili ies (e.g. show empa hy
and pa ience, be decisi e and ai , accep change, be well-o ganised, ha e a ision, know
how o nego ia e) and knowledge o academia (e.g. be a success ul schola , know he
ins i u ion and how o na iga e i s poli ics) (G aj one , Rojon, and Esh aghian 2022).
These compe encies can be ob ained wi h o mal (e.g. men o ing and aining) o in o mal
ac i i ies (e.g. lea ning-by doing, ne wo king, ad ice om expe ienced colleagues).
•Assis women who a e in e es ed in becoming academic en ep eneu s, i.e. c ea e a spin-
o ou o hei esea ch esul s o launch a consul ing business in hei a eas o expe ise
by p o iding he oppo uni ies and ac i i ies ha inc ease hei sel -e icacy, mo i a ion,
access o inancing, men o ing and ne wo king (Pa ke e al. 2017). Fo ins ance, encou -
age women o pa icipa e in academic-indus y esea ch cen es and pa ne ships, suppo
hem in expanding he e ophilous social ne wo ks, and p o ide hem wi h en ep eneu ship
educa ion and mas e y expe iences (expe iences whe e an indi idual success ully accom-
plishes a goal (Bandu a, F eeman, and Ligh sey 1999)) ha can help hem acqui e key
en ep eneu ship compe encies in a sa e en i onmen , and ma ch hem wi h senio aca-
demic en ep eneu s ha can p o ide posi i e pe suasion and encou agemen .
Ca ee -de elopmen ecommenda ions ele an a any ca ee s age
S uden s, acul y and ins i u ions alike bene i when he wo k en i onmen is conduci e o
c ea i i y and knowledge c ea ion. We ha e summa ised below some key ecommenda ions
ha can suppo and sus ain women a e e y s age o hei ca ee in academia.
•C ea e a sa e and ai en i onmen in academia, which includes es ablishing an Ombuds
O ice4. This O ice helps media e wo k- ela ed con lic s in con iden iali y, and may im-
plemen implici bias aining p og ams a ge ed owa ds indi iduals in ol ed in hi ing
and p omo ion commi ees, o help hem assess hei own biases, and p o ide hem wi h
esea ch-based e idence, going beyond he e hical and mo al g ounds, ha can help hem
disman le common-held s e eo ypes (Liu, B own, and Saba 2019).
•Es ablish policies and p og ams ha suppo wo k-li e balance o allow lexible wo k a -
angemen s (e.g., pa - ime wo k, lexible wo k hou s), paid and unpaid lea es o absence
4The Ombuds O ice idea was p oposed o iginally in he Scandina ian coun ies o p o ec ci izens agains
a bi a y and w ong ul go e nmen al ac ions. I has he au ho i y o ile complain s, unde ake judicial ac ion
and p opose e o ms (Ku ne 1968)
13
o pe sonal o amily easons, s op- he-clock op ions (Be g and Seebe 2018), and qual-
i y childca e/elde ly ca e op ions. I is c i ical ha hese p og ams suppo women a all
s ages in hei ca ee s as women con inue o play a majo ole in ca egi ing. Be awa e ha
he na u e o he esponsibili ies can change om ca ing o young child en o ca ing o
ins ance o elde ly pa en s o adul child en wi h special needs (Philipsen e al. 2017). I
is also o pa amoun impo ance o ensu e ai ness and alle ia e he ea ac o (K. Wa d
and Wol -Wendel 2004) ha bo h acul y and ins i u ions can expe ience abou e ec i ely
applying hese policies, in pa icula wi h ega ds o losing academic c edibili y.
•Suppo women o engage ca ee de elopmen oppo uni ies such as ne wo king e en s (e.g.
he G ace Hoppe Con e ence (G ace Hoppe Celeb a ion 2023)), men o ing/sponso ing
ac i i ies, membe ship in p o essional associa ions, and aining p og ams ha help ac-
qui e c i ical non- echnical skills such as ime managemen , p ojec managemen , g an
w i ing and nego ia ion.
Se ing up a Men o ing P og am
This sec ion p o ides an o e iew o s eps ha may be aken when se ing up a men o ing
p og am, p o iding insigh on how o add ess di e en men o ing needs, c ea e a pool o men o s,
ma ch men o s and men ees, and on he o ma and equency o he mee ings. The sec ion
hen mo es on o iden i y ways o sus ain and moni o p og ess.
Ge ing s a ed
The i s s ep in de ining he goals o he p og am is o es ablish he pu pose o he men o ing,
whe he i be e aining, ca ee p og ession, o suppo ing he ansi ion o ano he ield o
ca ee . Se ing up a men o ing p og am can be a ewa ding and impac ul ini ia i e. He e a e
some s eps o help you ge s a ed:
1. De ine you objec i es: De e mine he pu pose and goals o you men o ing p og am.
Cla i y he in ended ou comes, such as skill de elopmen , ca ee ad ancemen , e aining
alen , o p o essional o pe sonal g ow h.
“Du ing he Ph.D., in e iewees looked o hei supe iso s o guidance in aca-
demic w i ing and hinking, ne wo king, and gene al ‘socializa ion in he disci-
pline’.” Shaik, Adams, and Vincke 2016
“Schola ly independence, educa ional skills, and he de elopmen o cons uc i e
p o essional ela ionships wi hin he ins i u ion and beyond a e c ucial o ca ee
de elopmen o junio acul y.”
Zelle s, Howa d, and Ba cic 2008; Chao, Walz, and Ga dne 1992
“Skill de elopmen is c ucial when mo ing om PhD o P o esso , and o become
“ ully unc ioning membe s o he scien i ic communi y” will equi e one o “able
o p epa e g an applica ions, e iew manusc ip s, speak a con e ences and engage
wi h scien i ic adminis a o s in a cons uc i e manne (.. . ), gi ing hem all he
skills necessa y o ca e ou hei own niches in he academic wo ld.”
Lee, Dennis, and Campbell 2007
2. Iden i y he pa icipan s: Decide who will be in ol ed in he p og am. You can do his
by su eying you colleagues o see a) who is in e es ed; b) wha hey need (suppo
14
in publishing, applying o unding, p omo ion, e c). Remembe o conside he speci ic
needs and p e e ences o bo h he men o s and men ees.
3. Rec ui men o s: Reach ou o po en ial men o s who possess he skills, knowledge, and
expe ience ele an o he p og am’s objec i es. Conside c ea ing an applica ion p ocess
o e alua e hei quali ica ions and commi men . Engage colleagues wi hin o ou side
he Uni e si y (cu en o eme i us) based on hei expe ience and skills (p omo ion, ne -
wo king, publishing e c). Conside how o make men o ing a ac i e o you colleagues,
especially o men o s – o mal ecogni ion o he wo k, awa d a small amoun o money,
access o a esea ch und, o ime in lieu (buy ou ) o o he du ies e.g. educed load o
admin o eaching e c.. Men o s can bene i also om a aining p ocess aimed a helping
hem o in e ac in a p oduc i e way wi h he men ees, se ing clea goals and expec a-
ions on bo h sides, managing emo ions p ope ly, p ac ising ac i e lis ening, e c. This
kind o aining is usually o e ed by coaching expe s and con ibu es o lessen he ini ial
ea s o men o s who migh pe cei e men o ing as a oo s essing p ocess.
“When es ablishing a men o ing ne wo k, ‘ne wo king di e si y’ – i.e. men o s
om di e se backg ounds – and ‘ne wo king ange’– i.e. he ex en o which men-
o s, ‘o igina e om di e en con ex s o social o igins’ – should be ensu ed.”
Dob ow and Higgins 2005
4. Rec ui men ees: A ac men ees who a e in e es ed in ecei ing guidance and suppo .
P omo e he p og am h ough in e nal communica ions. Clea ly communica e he bene-
i s, obliga ions and expec a ions o being a men ee.
5. Pai men o s and men ees: Ma ch men o s and men ees based on hei goals, in e es s, and
compa ibili y. Conside hei pe sonali ies, a eas o expe ise, and he desi ed du a ion
o he men o ing ela ionship. Decisions such as ‘should he men o come om he same
discipline as he men ee’; ‘should he men o be he same gende as he men ee’; ‘should
he men o be in e nal o ex e nal o he uni e si y’ should be decided on a ‘case by case’
basis, and on he needs o he men ee. P o ide an oppo uni y o men o s and men ees
o mee and es ablish appo be o e commi ing o he pa ne ship. Be c ea i e – he
men o :men ee can be indi iduals o a g oup, depending on needs and p e e ences o all.
A mechanism mus be in place o ensu e ha all pa icipan s a e sa e, and all pa ies ha e
an op ou op ion, wi h a sa e pa hway o exi i he ela ionship does no wo k.
“The ma ching p ocess is based on a se o common cha ac e is ics o simila
in e es s and ele an expe ience.” Zelle s, Howa d, and Ba cic 2008
“I is wo h conside ing ma ching emale men ees wi h emale men o s, as s udies
ha e no ed ha he male s yle o men o ing may “no i he socializa ion and
s yles o mos women and hei o ien a ion o in eg a ion a he han sepa a ion,
in e dependence a he han ei he dependence o independence and collabo a i e
a he han compe i i e ask engagemen .” Whi ake and Mon gome y 2012
“In ma ching men o s and men ees, men o p o iles can also be made a ailable o
be iewed by p ospec i e men ees, who may indica e hei p e e ences and hey a e
hen ma ched o one acco dingly.” Bean, Lucas, and Hye s 2014
15
6. Es ablish guidelines: De elop a amewo k o he men o ing p og am, including guide-
lines, expec a ions, and imelines. De ine he equency and du a ion o mee ings, commu-
nica ion me hods, and con iden iali y ag eemen s. Ensu e ha bo h men o s and men ees
a e awa e o hei oles and esponsibili ies.
“Men ees conside equen egula ly scheduled, one-on-one, con iden ial ime wi h
hei men o s impo an o es ablish a posi i e and ui ul collabo a ion, wi h a
s udy showing ha he men ees p e e in-pe son mee ings once a mon h.”
Bean, Lucas, and Hye s 2014
“Online men o ing can acili a e inding mo e sui able men o s. Howe e , on-si e
men o ing should be gi en p io i y conside ing he impo ance o es ablishing local
men o s om he home ins i u ion as hey can p o ide “c i ical inpu in o sha ing
heu is ic knowledge needed o success ully na iga ing a pa icula place o wo k
en i onmen .”
Whi ake , Mon gome y, and Ma inez-Acos a 2015; Zamb ana e al. 2015
“I is ad isable o ha e a Code o E hics such as he one de eloped by The Eu opean
Men o ing & Coaching Council.” Associa ion o Coaching and EMCC 2021
Sus aining he P og am and Managing P og ess
Once he g oundwo k o you men o ing p og am is laid ou and he ini ial se up is comple e,
he ocus shi s owa ds main aining i s momen um and ensu ing i s e ec i eness. This phase
in ol es es ablishing clea guidelines, p o iding ongoing suppo and esou ces, moni o ing he
p og ess o men o ing ela ionships, and making necessa y adjus men s o op imise ou comes.
The ollowing ou line some ac i i ies ha could be conside ed in his scope:
1. P o ide aining and esou ces: O e aining sessions o wo kshops o men o s o en-
hance hei men o ing skills. P o ide esou ces such as empla es, oolki s, o ecom-
mended eading ma e ials. Encou age men o s o sha e hei expe ise and knowledge
e ec i ely.
2. Moni o p og ess and p o ide suppo : I is c ucial o main ain a egula ‘check-in’ wi h
men o s and men ees o assess he p og ess o hei men o ing ela ionships. Add ess any
challenges o conce ns ha may a ise. O e ongoing suppo , guidance and esou ces o
ensu e he success o he p og am.
3. E alua e and adjus : Pe iodically e alua e he e ec i eness o he men o ing p og am.
Ga he eedback om men o s and men ees h ough su eys o in e iews. Use his in-
o ma ion o make necessa y adjus men s, imp o e he p og am, and align i wi h he
e ol ing needs o pa icipan s.
4. Recognise and celeb a e achie emen s: Acknowledge he e o s and accomplishmen s o
bo h men o s and men ees. Celeb a e miles ones, success s o ies and posi i e ou comes
o mo i a e and inspi e o he s o pa icipa e in he p og am.
Se ing up a men o ing p og am equi es ca e ul planning, e ec i e communica ion, and
ongoing commi men . I is c ucial o ha e su icien esou ces (human, inancial, e c.) i you
a e planning a p og am.
16
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18
Conclusion
This bookle highligh s he challenges and ba ie s aced by women in academia and o e s
ac ionable s a egies o add ess hem. I unde sco es he need o inclusi i y and di e si y, in
keeping wi h o mal obliga ions ou lined in EU ea ies. Despi e a ious deg ees o success,
pe sis en in isible ba ie s con inue o impede many women’s p og ess.
This bookle ad oca es o a cul u al shi wi hin academic o ganisa ions o suppo women’s
ad ancemen , emphasising he impo ance o o ganisa ional change a he han indi idual adap-
a ion. I highligh s he signi icance o manage ial acknowledgemen o he need o change and
ac i e suppo o women’s ca ee de elopmen . S a egies o os e ing his cul u al shi in-
clude ini ia i es ocused on ca ee de elopmen and men o ing.
Ca ee de elopmen p og ams ailo ed o women in academia a e essen ial o suppo and
guide ansi ions ac oss di e en ca ee s ages. Addi ionally, se ing up men o ing p og ams is
a aluable ool o suppo ing women’s p o essional and pe sonal de elopmen . This bookle
ou lines s eps o es ablish and sus ain e ec i e men o ing p og ams.
O e all, achie ing a cul u e change wi hin academic o ganisa ions equi es a mul i ace ed
app oach and sus ained commi men and in es men om all s akeholde s. By implemen ing
conc e e ac ions, academic ins i u ions can c ea e a mo e inclusi e en i onmen conduci e o
he success and ad ancemen o women in academia.
19
