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dc.contributor.authorMarchant, Teresa
dc.contributor.authorWallace, Michelle
dc.date.accessioned2018-11-01T22:00:59Z
dc.date.available2018-11-01T22:00:59Z
dc.date.issued2016
dc.identifier.issn1469-9508
dc.identifier.doi10.1080/1360080X.2016.1181885
dc.identifier.urihttp://hdl.handle.net/10072/100152
dc.description.abstractGender implications of nationally competitive teaching awards were examined to determine whether women receive sufficient accolades, given their dominant position in university teaching. Quantitative methods and secondary data provided objective analysis of teaching awards for Australian universities, for an 18-year data set with 2046 units of analysis. Results indicate that women were over-represented in lower-level citations and under-represented in higher-level awards. Women did not dominate, particularly the highly prestigious Prime Minister’s award, where men constituted 65%. Policy and management implications include that universities could review the gender balance in their teaching award processes and set goals as internal support is a springboard to national awards. Groups of the same gender could be encouraged to work together at the highest levels to overcome individualistic, competitive barriers. National teaching award applications could be gender blind, at least for the higher levels. There are no clear trends towards a better gender balance, possibly because there has been a very limited gender spotlight on the awards at any level of policy and management.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom393
dc.relation.ispartofpageto405
dc.relation.ispartofissue4
dc.relation.ispartofjournalJournal of Higher Education Policy and Management
dc.relation.ispartofvolume38
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPolicy and Administration
dc.subject.fieldofresearchcode130399
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1605
dc.titleGender balance in teaching awards: evidence from 18 years of national data
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Business School, Dept of Employment Relations and Human Resources
gro.hasfulltextNo Full Text
gro.griffith.authorMarchant, Teresa


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