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Introducing gender elements in call for proposals for UNIRI CLASS projects

Submitted by: Ana Tomaško Obradović, University of Rijeka

- ongoing

Introducing gender elements in call for proposals for UNIRI CLASS projects

As an action within the UNIRI GEP measure that refers to encouraging scientific and artistic projects and production on gender-related topics, in November UNIRI included gender elements in the call for proposals for research projects in education (UNIRI CLASS). Namely, the applicants are asked to describe how their project proposals related to the Sustainable Development Goals that are set as priorities for the UNIRI (one of which is SDG 5 Gender equality). Additionally, the contribution to the goals and objectives of the UNIRI GEP was included as one of the evaluation criteria. 
The three calls for proposals focused on the development of innovative and interdisciplinary micro-qualifications (minors) to provide students with personalized curricula, on the design and development of innovative forms of teaching (online/hybrid) and on the development and implementation of a model for multi-month professional internships within the study program.

COMPASS PERSPECTIVE – in what way(s) was the measure C O M P A S S?

C - because it is the first time that a gender-specific measure has been included in institutional funding, not only as a quantitative indicator but also as a qualitative one. The measure will have a long-term impact as it will encourage researchers to think further and integrate gender aspects into their research. The measure introduces a novelty in the tendering process in a non-intrusive way and at the same time has multiple impacts - it improves gender knowledge and builds capacity, creates new practices, introduces gender issues in the curricula, increases the visibility of UNIRI GEP, and raises awareness on gender issues.
O - for being transparent and open to all UNIRI teachers and responsive to new ideas and initiatives. The call for proposals was publicly announced and communicated through various workshops, UNIRI bodies, and other communication channels.
P - because it is an action that is integrated into the institutional process of funding projects in research and education. Moreover, it promotes positive action by making researchers consider gender as part of any process.
A - because it places a responsibility on applicants to include the gender component in their research, or at least to consider and demonstrate the gender equality implications of their proposal. This is to be assessed and monitored as part of project implementation and reporting.

S - for building and enhancing institutional knowledge and resources and promoting cultural change in the institution.

ACTORS AND STAKEHOLDERS

  • Vice Rector for Studies, Students and Quality Assurance 
  • University Centre for Studies, Students and Quality Assurance 
  • Legal Department 
  • Committees for the evaluation of project proposals 
  • UNIRI lecturers and researchers 
  • Staff from national and international universities 
  • Employers, NGOs involved in the projects 
  • UNIRI students (end users of the project results)

AUTHOR’S REFLECTIONS

What would you do the same/differently another time?
What have you learnt? Do you see relevance for this in other contexts?

UNIRI CLASS - Research and Development Programme in Education was introduced for the first time and it was also the first time that UNIRI included gender elements in a funding programme of the University. However, we intend to include it in other funding opportunities as well with the aim to encourage scientific and artistic projects and production on gender-related topics.