A Capabilities-based Gender Equality Policy for Higher Education
Conceptual and Methodological Considerations
Bibliographic Data
| ID | 2183750 |
|---|---|
| Authors | Sonja Loot (0000-0002-0543-5957), M Walker (0000-0002-7859-6380), Carmen Martinez-Vargas (0000-0002-7426-0046) |
| Year | 2016 |
| Volume | 17 |
| Issue | 2 |
| Pages | 260-277 |
| Publication date | 2016-04-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Human Development (JOURNAL) |
| Journal identifiers | ISSN: 1464-9888 • E-ISSN: 1469-9516 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/19452829.2015.1076777 |
| OpenAlex | W2119571425 |
| Language | EN |
| Citations received | 21 |
| References cited | 36 |
The complex transformative intent of policy goals is often marginalized in favour of tangible, measurable outcomes. Such a pattern is evident in the tracking of global social justice goals, such as gender equality, where sole reliance on numerical parity data to track progress has led to the simplification of the concept for the sake of measurement. This intensifies the need to focus both on conceptual and methodological considerations in policy development and evaluation to enhance human development and promote the transformation of inequalities towards social justice. Through reporting on a mixed-methods process to inform and develop a capabilities-based gender equality policy at a South African university, the paper asks what gender equality should look like conceptually, and identifies empirically valued functionings and capabilities which could act as transformative policy evaluation indicators. The paper reports on diverse student data from 57 qualitative interviews and 843 survey respondents, which indicate differences between what social groups value and where interventions are needed. The paper suggests that the capabilities approach could be an important evidence-based policy driver in higher education, with the possibility to combine both a rich conceptual approach and methodological considerations in operationalization so that social justice goals and outcomes result
Capability approach · Conceptual framework · Economic Justice · Epistemology · Operationalization · Pedagogy · Political science · Public relations · Social science · Sociology · Transformative learning · Gender, Education, and Development Issues · Human Rights and Development · Law · Poverty, Education, and Child Welfare
Overcoming the Challenge of Structural Change in Research Organisations – A Reflexive Approach to Gender Equality
Clarification
Which Future for the Capability Approach?
Critiques and Debates
Core Ideas and the Framework
Introduction
Migration at Work
The impact of the Covid-19 pandemic on institutional change processes and the collective capabilities of higher education and research institutions
Wellbeing, Freedom and Social Justice
Network assessment
Driving gender equality in the automotive industry
Student voice in higher education diversity policies
Redefining Agency
The human development and capability approach
The maintenance of gender inequality in South African tertiary educated heterosexual couples
Has Green Growth Exacerbated Gender Inequality in Higher Education? Empirical Examination Based on Green Complexity
Capabilities-based gender equality analysis of educational policy-making and reform in Turkey
Gender policy implementation process in higher education institutions in Ghana
Gender and Intersecting Inequalities in Education
A Capabilitarian Participatory Paradigm
International Women’s Day
A Capability Approach to Justice as a Virtue
Creating Capabilities
Measuring Gender (In)Equality
Development as Freedom
Amartya Sen’s Capability Approach and Social Justice in Education
The Power of Numbers
Doing Mixed Methods Research Pragmatically
The Capability Approach in Practice
Diversity, gender and widening participation in global higher education
Qualitative inequality
Shaping a gender equality policy in higher education
An exploratory study of students’ constructions of gender in science, engineering and technology
Violence against women students in the UK
Neglected realities
Gender and Education for All
Responding to the gender and education Millennium Development Goals in South Africa and Kenya
Gender and the transformation agenda in South African higher education
Gender mainstreaming in the university context
Hidden transcripts
A human development and capabilities ‘prospective analysis’ of global higher education policy
From ‘Woman-Blind’ to ‘Man-Kind’ Should Men Have More Space in Gender and Development
Career Success of Women Academics in South Africa
Education and Democratic Citizenship
Women and Human Development
Resources, Agency, Achievements
The Prospects and Challenges of Reforming the World Bank's Approach to Gender and Education
Capabilities, Values and Education Policy
| Citations per year | 2.33 |
|---|---|
| Citation span | 2017 - 2026 (10) |
| Highly cited | No |