Our study looks at gender differences among professors at Amsterdam University of Applied Sciences (AUAS). Despite progress in female representation in higher education, women still make up only 43% of professors as of 2024. While this is a 12% increase from last year, gender gaps persist. Specifically, the Faculty of Business and Education has only 29% women in professor positions. In contrast, the Faculty of Digital Media and Creative Industries and the Faculty of Health have more balanced gender distributions, with 50% and 55% women as full professors, respectively. We suggest AUAS should keep working to balance gender in full professor roles by strengthening executive commitment, setting clear goals, and monitoring progress closely. Our analysis has certain limitations. We lack specific details regarding the professors' appointment hours and their salary scale information. Furthermore, the recent inclusion of associate professors has not been accounted for in our analysis.
Measurement methodologies are increasingly being deployed to monitor energy poverty or energy access, and to provide insights for policy development, both in the South and more recently also in the North. However, care should be taken with interpretation and use of the data, particularly if a gender perspective is lacking. This paper argues that taking a gender perspective is vital to understanding energy access and outcomes related to interventions, through consideration of gendered user differences in energy needs, access to energy services and gendered outcome pathways. We show that the standard practice of focusing on numbers of energy connections, availability and quality of supply, is insufficient to provide insights relevant to realising gender equal access and benefits. It is a political decision about what is measured and who decides on what is measured. Based on the literature, we discuss key elements of the use of gender approaches in the assessment of energy access and energy poverty. We show that by including gender approaches in the design and execution of qualitative and quantitative data collection and analysis, there is the potential to contribute to more equitable outcomes from improved energy access.
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Questions we care about (objectives) This study contributes to the body of knowledge of entrepreneurial educators’ strategies to work towards gender inclusion in entrepreneurial education (EE). By illustrating how gender stereotypes and gender bias are constructed and reconstructed in EE. An important insight is taken from the study by (Jones, 2014), this author shows that entrepreneurs are presented in EE as a homogeneous group with similar character traits and an equal 'entrepreneurial mindset' (p. 244). This description portraits a right way to be an entrepreneur which is traditionally been associated with a white western man, masculine behaviour and masculine abilities (Jones, 2014). As a consequence, a paradox in EE appears; training and education reduces the gender gap on the one hand (Cheraghi and Schøtt, 2015), but at the same time it is also the place where the gender gap is maintained because these gender stereotypes are intertwined in this training and education (Korhonen, Komulainen and Räty, 2012). The aim of this paper is to use Social Role Theory in order to better understand the dynamics of gender in EE. This leads to the following research questions: what are the main mechanisms that contribute to gender-inclusive entrepreneurship education (EE) and how are the different mechanisms that contribute to gender inclusive entrepreneurship education (EE) integrated into the current curriculum?Approach In-depth interviews with 12 lecturers that teach/coach in the field of EE from across various faculties in a large University for Applied Sciences combined with newsletters created by one of largest EE programs at this institution (267 pages in 2020) is carried out. A semi-structured questionnaire was used to guide the in-depth interviews. Subsequently, discourse analysis gives insight into gendering in EE at the investigated institution. Results The main findings suggests that when questioned about the topic all respondents stressed the importance of gender equally, only a few seem to be aware of the need to address the issue in their classroom(s) while none of the programs currently adopt a gender perspective while coaching their potential entrepreneurs or when addressing how the entrepreneurial ecosystem functions. Implications These findings and perspectives point to the importance of recognizing that a “one size fits all” approach to curricula may not be appropriate, and that gender-sensitive programming, especially related to dealing with these gender stereotypes and gender bias, are needed. This means that in educational development there are opportunities to create better education and create equal opportunities for male and female students. Value/originalityWomen still form the minority amongst the population of (potential) entrepreneurs and find it more difficult to grow their venture due to a range of (institutional) barriers. This study shows that, thus far, EE insufficiently addresses this topic and points to opportunities for interventions for increasing the gender inclusiveness of the entrepreneurial ecosystem, especially for female ones, instilling in them the awareness and knowledge that as a female entrepreneur starting a business isn’t without gendered challenges. This research therefore adds to the body of knowledge on the construction and reconstruction of gender stereotypes and gender bias in the field of EE.
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The PANTOUR consortium builds on previous knowledge and tools produced by the Blueprint for Sectoral Skills project/NTG Alliance and will develop new tools and methodology to address strategic and sustainable approaches and cooperation between vocational education, training, higher education, enterprises of the tourism sector, looking to boost innovation in Europe (in tourism, leisure and hospitality).Societal IssueThe aim of this project is to map and bridge the existing skills gaps in Green, Social and Digital skills of workforce in tourism, leisure and hospitality.Benefit to societyMaking lifelong learning and mobility a reality, developing innovative learning solutions and promoting inclusiveness and access to education. Promoting active citizenship, building equal opportunities and addressing gender equality, diversity and inclusiveness in targeted actions.The consortium aims especially at designing innovative and cooperative solutions to address skills needs in the tourism ecosystem, with the development of outputs such as: the Sectoral Skills Intelligence Monitor, the Tourism Skills Lab, Resource Books for Trainers, the implementation of the National Skills Groups, a Skills Strategy Plan for 2026-2036, among others. With the exploitation of its outputs, PANTOUR seeks to benefit job seekers, unemployed and employed workers from the industry, employers, SMEs and micro entrepreneurs, dedicating a special attention in reskilling and upskilling the workforce on future skills needs in digital, green and social skills.The number of people benefiting from this proposal will be over 10 million that work across the tourism and leisure sector in Europe.The consortium is a multi-disciplinary partnership which comprises 13 European partners: Industry Partners and Tourism Sector Representatives, Universities and Transnational partners. Project lead is CEHAT (Spain). The other partners are GESTLABOR (Spain), Turismo de Portugal (Portugal), Zangador Research Institute (Bulgaria), Technological University Dublin (Ireland), Federturismo Confindustria (Italy), VIMOSZ (Hungary), European Tourism Association ETOA (Transnational), Satakunta University of Applied Sciences (Finland), Ruraltour (Transnational), Landurlaub (Germany), University of the Aegan (Greece).
Noord Nederland heeft als eerste regio binnen Europa de status van ‘Hydrogen Valley’ gekregen. Dit is gebaseerd op het grote aantal concrete waterstof initiatieven in deze regio die programmatisch bij dragen aan het ontwikkelen van verschillende waardeketens rond waterstof. Nationaal en regionaal is geconstateerd dat gebrek aan goed geschoold personeel de blokkerende randvoorwaarde gaat worden voor geschetste perspectieven. Daarom zijn in de afgelopen jaren in de noordelijke regio meerdere waterstof human capital projecten opgezet en uitgevoerd. De HCA Groenvermogen call stelt ons in staat deze projecten te bundelen, beter af te stemmen en door te ontwikkelen. Er wordt in noord Nederland expliciet voor gekozen om in deze eerste fase, planvorming via roadmapping, juist te werken met een regional team dat samen de liaisonrol gaat invullen. De gedachte hierachter is om maximaal verbinding te houden met lopende initiatieven in de regio maar ook goed zicht te krijgen op de verschillende prioriteiten in deze grote regio. De doelstelling is meervoudig : - Doorontwikkelen op de regionale HCA-initiatieven de we al hebben opgestart . - Zorgen voor een goede onderlinge verbinding tussen de bestaande initiatieven. - Identificeren van witte vlekken in prioriteiten, inhoudelijk en geografisch - Het creëren van een gemeenschappelijke en gedragen roadmap . Door landelijk de verbinding te kunnen maken met de 5 andere regio’s, kunnen we vervolgens: 1. Bepalen of regionaal aanwezige initiatieven en producten landelijk benut kunnen worden. 2. Bepalen of regionale behoeften met landelijke producten ingevuld kunnen worden. 3. Bepalen welke regionale behoeften ingevuld moeten worden met nieuw te ontwikkelen human capital activiteiten en of dit ook in andere regio’s speelt.
