Akademiska ledares förutsättningar att implementera jämställdhetsarbete på ett svenskt universitet - En kvalitativ intervjustudie med utgångspunkt i Theory of Planned Behavior
(2014) PSPT02 20141Department of Psychology
- Abstract
- In this study, Theory of Planned Behavior (TPB) was used as a framework for examining leaders’ individual, social and organizational conditions for implementing gender equality work in an academic environment. Semi-structured interviews were conducted with seven academic leaders with responsibility for gender equality work at a Swedish institute of technology. Eight themes were derived from TPB and applied in a theory driven analysis. Results showed that the leaders expressed doubt concerning the impact of the equality work on gender balance. The leaders experienced organizational resistance to gender equality work, which made the implementation more challenging. The top management and the academic leaders’ closest manager were perceived... (More)
- In this study, Theory of Planned Behavior (TPB) was used as a framework for examining leaders’ individual, social and organizational conditions for implementing gender equality work in an academic environment. Semi-structured interviews were conducted with seven academic leaders with responsibility for gender equality work at a Swedish institute of technology. Eight themes were derived from TPB and applied in a theory driven analysis. Results showed that the leaders expressed doubt concerning the impact of the equality work on gender balance. The leaders experienced organizational resistance to gender equality work, which made the implementation more challenging. The top management and the academic leaders’ closest manager were perceived to have important roles in changing this. The leaders described the university as a complex organization, characterized by a high degree of autonomy and dual hierarchies. A formal title as Head of School can give the leader mandate in the gender equality work in this context. Having a title as professor can serve as an informal leadership role, which can further facilitate the implementation of gender equality work. Some skills were reported as especially important: to be able to convince in direct dialogue, to be stubborn and to be diplomatic in a patient manner. (Less)
- Abstract (Swedish)
- Studiens syfte var att med utgångspunkt i Theory of Planned Behavior (TPB) undersöka akademiska ledares individuella, sociala och organisatoriska förutsättningar att implementera jämställdhetsarbete. Semistrukturerade intervjuer genomfördes med sju akademiska ledare med operativt jämställdhetsansvar på fakultetsnivå vid en svensk teknisk högskola. Intervjumaterialet analyserades med en teoridriven tematisk analys utifrån åtta teman som härletts från de tre förutsättningar som enligt TPB har betydelse för implementering: Attityd, Subjektiv norm och Upplevd beteendekontroll. Resultatet visade att ledarna uttryckte tvivel gällande jämställdhetsarbetets betydelse i strävan att uppnå en jämnare könsfördelning i fakulteten. Vidare upplevde... (More)
- Studiens syfte var att med utgångspunkt i Theory of Planned Behavior (TPB) undersöka akademiska ledares individuella, sociala och organisatoriska förutsättningar att implementera jämställdhetsarbete. Semistrukturerade intervjuer genomfördes med sju akademiska ledare med operativt jämställdhetsansvar på fakultetsnivå vid en svensk teknisk högskola. Intervjumaterialet analyserades med en teoridriven tematisk analys utifrån åtta teman som härletts från de tre förutsättningar som enligt TPB har betydelse för implementering: Attityd, Subjektiv norm och Upplevd beteendekontroll. Resultatet visade att ledarna uttryckte tvivel gällande jämställdhetsarbetets betydelse i strävan att uppnå en jämnare könsfördelning i fakulteten. Vidare upplevde ledarna motstånd mot jämställdhetsarbete från organisationen, vilket upplevdes försvåra implementeringen. Den högsta ledningen och de akademiska ledarnas närmsta chef uppfattades ha viktiga roller för att förändra detta. Ledarna beskrev den tekniska högskolan som en komplex organisation, präglad av en hög grad av autonomi och dubbla hierarkier. I denna organisation kan en formell ledartitel som ’skolchef’ ge ledaren mandat i jämställdhetsarbetet. Den informella ledarroll som professorerna innehar medför att en professorstitel upplevdes vara en annan viktig förutsättning för att kunna implementera jämställdhetsarbete. Vissa förmågor ansågs vara särskilt viktiga för den upplevda säkerheten i jämställdhetsarbetet i den akademiska kontexten: att kunna övertala i direkt dialog, att vara envis och att vara tålmodigt diplomatisk. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4497622
- author
- Rydstad, Lisa LU
- supervisor
-
- Robert Holmberg LU
- Una Tellhed LU
- organization
- course
- PSPT02 20141
- year
- 2014
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Theory of Planned Behavior, academic leadership, academia, equality work, implementation, jämställdhetsarbete, implementering, akademin, akademiskt ledarskap
- language
- Swedish
- id
- 4497622
- date added to LUP
- 2014-07-01 12:01:07
- date last changed
- 2014-07-01 14:52:32
@misc{4497622,
abstract = {{In this study, Theory of Planned Behavior (TPB) was used as a framework for examining leaders’ individual, social and organizational conditions for implementing gender equality work in an academic environment. Semi-structured interviews were conducted with seven academic leaders with responsibility for gender equality work at a Swedish institute of technology. Eight themes were derived from TPB and applied in a theory driven analysis. Results showed that the leaders expressed doubt concerning the impact of the equality work on gender balance. The leaders experienced organizational resistance to gender equality work, which made the implementation more challenging. The top management and the academic leaders’ closest manager were perceived to have important roles in changing this. The leaders described the university as a complex organization, characterized by a high degree of autonomy and dual hierarchies. A formal title as Head of School can give the leader mandate in the gender equality work in this context. Having a title as professor can serve as an informal leadership role, which can further facilitate the implementation of gender equality work. Some skills were reported as especially important: to be able to convince in direct dialogue, to be stubborn and to be diplomatic in a patient manner.}},
author = {{Rydstad, Lisa}},
language = {{swe}},
note = {{Student Paper}},
title = {{Akademiska ledares förutsättningar att implementera jämställdhetsarbete på ett svenskt universitet - En kvalitativ intervjustudie med utgångspunkt i Theory of Planned Behavior}},
year = {{2014}},
}