QUALITATIVE CHECKLIST

In order to prevent and overcome the critical present situation on these issues, a set of Standards have been developed intended as the conditions, procedures, processes to ensure that “quality is consistenly adopted” and  that, in our context,  they are positive conditions, situations, practices and processes that should be reached/adopted in order to prevent and favour gender equality.

The Qualitative Checklist has been developed following an ISO Quality Assurance approach based on a series of Standards that provide guidance for companies and organizations who want to ensure that their products and services consistently meet customer’s requirements, and that quality is consistently improved, Standards that can be used in a consistent way in order to assure that materials, products and services are fit for their purpose.

Prior to the qualitative checklist itself, a brief description about each key area and the main aspects that should be described are offered.

Every RPO can decide on how to use the Checklist provided that all the listed Standards are audited. For instance, the whole Checklist can be too long for individual interviews so it is up to each RPO to decide which part to use according to the target characteristics and the information to get from that target – so in this case a shorter Checklist can be used, leaving out some parts that are less important for that target.

The Qualitative Checklist of each Key Area includes: the Standard, the Evidences that are necessary to comply with in order to satisfy the Standard, examples of questions that can be asked during the Audit, the assessment of the Evidences gathered.

KA1: The governance bodies, key actors and decision-makers

The System, its Governance Bodies, Key actors and Decision-makers are at the centre of this Area. It is important to know if, how and to what extent:

  • Organization core values on Gender Equality, Diversity and Inclusion are visibly embedded and communicated inside and outside in the organization
  • Quantitative and qualitative disaggregated data on gender equality are gathered in order to take informed decisions
  • Gender issues are integrated into the decision-making cycle
  • Policy decisions on gender equality are implemented and monitored – walk the talk
  • Key actors and staff in decision-making positions know about gender equality issues and the gender-sensitive processes – participation in decision-making, career progression, sex and gender in research content and teaching curricula
  • The organization has resourced a Gender Equality and Diversity Office/Unit
  • Senior members are committed to Gender Equality
  • Decision-making Committees are gender balanced and trained on gender equality and bias
  • Students are encouraged to be committed to gender equality activities
STANDARDS (REQUISITES)
STANDARDS REQUIREMENTS to be given EVIDENCE of
GUIDING QUESTIONS on awareness, culture, processes, outcomes
Levels of evidence

1.1. Gender Equality, Diversity and Inclusion are core values of the organization visibly embedded within the organization values – and not as an ‘add on’

  • The organization has clearly defined its Gender Equality, Diversity and Inclusion values in a framework that drives the organization to achieve its goals and objectives – in terms of equal participation and career.
  • Gender Equality, Diversity and Inclusion values are included in formal documents in which the organization presents policy and strategies, for ex. the Codes of Conduct, Social and Gender Balance or Reports, Statute, governing bodies, delegates etc.
  • Gender Equality, Diversity and Inclusion values are reflected and visible in the organization public image documentation, inside and outside (in brochures, marketing materials, ads, communication of Social Reports, photographs, newsletters, job, websites prospectus,…).
  1. Where and how (Code of Conduct, Statute, governing bodies, delegates etc.) has the organization clearly stated and defined its Equality, Diversity and Inclusion values?
  2. How the organization public image (ex. website) reflects its values on Gender Equality, Diversity and Inclusion? Are both genders contributions equally visible (public image)? What can you mention?
  3. Do you think that the institutional language adopted by your RPO for internal/external communication is gender sensitive? Do you think a more gender sensitive language can affect positively your organization?

0) No evidence

1) Poor/ Not sufficient

2) Sufficient

3) Good

4) Excellent/ Very good

N/A: Not applicable

1.2 The organization Gender Equality, Diversity and Inclusion values are translated into its policy, strategic priorities and plans – and measurable objectives (The ‘walk-the-talk principle: from values to practices)

  • The organization decisions and processes are taken in compliance with national laws and local regulations that are communicated to all interested parties.
  • The organization core values on Equality are translated into strategic priorities and included in the general Annual Review Cycle Programme.
  • The organization core values on Equality are translated into strategic priorities and included in the Annual Reports, Strategic Plans.
  • Policy design and strategic decisions are taken after analysing the impacts they can have on women and men members – and groups of women and men (gender mainstreaming strategy.
  • Policy design and strategic decisions are taken after analysing detailed quantitative and qualitative gender disaggregated data – gathered and processed every year.
  • Policy design and strategic decisions are taken after analysing the annual/biannual Gender Equality Plan (Positive Action Plan) prepared by an appointed person/office and/or after analysing the progress and effectiveness of actions already carried out, and/or after analysing reports on the state of art.
  • Progress monitoring of KPI (Key performance indicators) on Gender Equality (formally defined) is periodically carried out.
  • There are specific policies on institutional language and image for internal/external communication (adopted after revision).
  • There are specific procedures to deal with sexual harassment and gender-based violence.
  • Other.
  • No evidence.
  1. Where and how (Code of Conduct, Statute, governing bodies, delegates etc.) has the organization clearly stated and defined its Equality, Diversity and Inclusion values?
  2. How the organization public image (ex. website) reflects its values on Gender Equality, Diversity and Inclusion? Are both genders contributions equally visible (public image)? What can you mention?
  3. Do you think that the institutional language adopted by your RPO for internal/external communication is gender sensitive? Do you think a more gender sensitive language can affect positively your organization?
  4. How are values translated into policy and strategic priorities and Plans: by what processes and procedures?
  5. What is the decision-making system designed to decide and put into practice the Gender Equality, Diversity and Inclusion values?
  6. Has the organization included the Gender Equality, Diversity and Inclusion Values in the Strategic Plan and in the annual Management Plans?
  7. What data should decision-makers know to take informed decisions? Is there a mechanism in place to gather and process all gender-sensitive data in order to be able to critically assess the current situation? Do you think it is necessary to gather gender-sensitive data?
  8. Are periodic surveys carried out to know the opinions and climate on the state of art of equality, diversity and inclusion?
  9. Does the organization define its KPI as regards gender Equality goals?
  10. Do you think it is important to adopt a gender Equality Plan in order to improve gender equality policies and practices, ensure their sustainability and to improve working conditions?
  11. What would the decision-making process be to approve a Gender Equality Plan?
  12. How would you imagine the Plan content, what the most important information in order to develop it? What would you recommend?

KA2: Recruitment, career progression and retention

 

The organization’s practices for recruitment and career progression are the centre of this Area.

It is important to know what procedures, processes and criteria are adopted about:

  • Guiding Principles for recruitment and selection criteria.
  • Vacant positions recruitment: advertising and language/images used, evaluation criteria.
  • Encouragement to the underrepresented gender to apply, visibility occasions and fair recognition of work done.
  • Supports to the underrepresented gender for career development as well as influence of rules on career progression for both genders.
  • Gender sensitive language in communication.
  • Questionnaires submission to understand resignation reasons.
  • Adoption of the principle of same pay for same work or work of same value.
STANDARDS (REQUISITES)
STANDARDS REQUIREMENTS to be given EVIDENCE of
GUIDING QUESTIONS on awareness, culture, processes, outcomes
Levels of evidence

2.1 The assessment and evaluation Committees have adopted a set of Guiding Principles to ensure gender equality and overcome indirect and unconscious discriminations

  • The range of criteria go beyond standard metrics (bibliometric criteria ex. Impact factor and Citation Index) but consider also, and clearly differentiate, qualitative soft skills that include team working and collaboration, skills to attract resources, ethical and institutional responsibility, resources and availability, projects coordination
  • The Guiding Principles are published
  • Other
  • No evidence
  1. Unconscious gender biases are many: have Guidelines to overcome them ever been produced and published?
  2. Could you tell me your experience on some of them?

0) No evidence

1) Poor/ Not sufficient

2) Sufficient

3) Good

4) Excellent/ Very good

N/A: Not applicable

2.2 Initiatives to support the career progression of the underrepresented gender to high and top positions are available

  • Training, seminars and advice to apply for grants, funding and promotion are available
  • Career planning, mentoring, leadership courses are regularly organized
  • Empowerment courses are available to improve visibility, self-confidence, negotiating and leadership skills
  • Networks to exchange experience are supported
  • Other
  • No evidence
  1. What are the difficulties within the career progression?
  2. Are there initiatives to support the career of the underrepresented gender: what has been done? Has it been effective? What else can be done?
  3. Are returners from long leaves supported?

KA3: Work and personal life integration

The organization’s practices and supports for work and personal life integration of women and men are the centre of this Area.

It is important to know what procedures, processes and criteria are adopted as regards:

  • Availability of work-personal life integration supports.
  • Availability of flexible/agile/smart working options.
  • Maternity/paternity/parental leave process adoption and encouragement to men to take parental leave.
  • Fighting the culture of long-working hours and total availability.
STANDARDS (REQUISITES)
STANDARDS REQUIREMENTS to be given EVIDENCE of
GUIDING QUESTIONS on awareness, culture, processes, outcomes
Levels of evidence

Work-personal life integration supports are available for all organization members, at all levels and seniority

  • An information and advice desk is available for work-personal life integration issue
  • Structured supports for child care are available for all members (ex. nursery, kindergarten, toy library…)
  • Arrangements with suppliers for family care duties and house chores are contractualized
  • Other
  • No evidence
  1. Are people supported in their care duties and how?
  2. What are the available policies for work-life integration?
  3. What do you think of the institution? Is it a family friendly workplace? What’s your experience?

0) No evidence

1) Poor/ Not sufficient

2) Sufficient

3) Good

4) Excellent/ Very good

N/A: Not applicable

3.4 Culture of long-working hours and expectation of total availability, are discouraged and meetings close at closing working time

  • Enquiries are made to see if long-working hours are caused by: Enquiries are made to see if long-working hours are caused by:
    • Lowering expenses for staff
    • Work overload (teaching, administration, research)
    • Poor performance skills to be improved
    • ‘Double standard’ evaluation according wich women have to work twice as much a man to get recognition
  • The workload allocation is communicated to the staff
  • Work meetings are over by usual working timetables
  • Other
  • No evidence
  1. Are you working long hours? What is the culture in the institution around working hours? Are there differences among individuals or groups of individuals?

KA4: Researchers and research: gender equality and sex and gender perspective

The assessment and evaluation criteria for selection, promotion, research funding allocation and sex and gender considerations in Research are the centre of this Area.

It is important to know if, how and to what extent:

  • Eligibility criteria for grant applications are not discriminating.
  • Gender balance is a criterion at the same conditions for selection, promotion and research and funding allocations.
  • Sex and gender variables are taken into consideration in research activity, content and excellence evaluation.
  • Working conditions needs of women and men are met.
  • Requests data for research funding, publication submission, patent applications… are monitored and questioned
STANDARDS (REQUISITES)
STANDARDS REQUIREMENTS to be given EVIDENCE of
GUIDING QUESTIONS on awareness, culture, processes, outcomes
Levels of evidence

4.3 Sex and gender variables are requested in all research activity and in all calls and they are assessed and evaluated

  • Sex and gender variable isa requested in: calls, research planning, content and results
  • Sex and gender analytical and explanatory variable in research planning, design, methods, analysis, results and impacts are among the requested assessment and evaluation criteria
  • Language and images in research material and production take into consideration all genders
  • All research data are disaggregated by gender
  • Other
  • No evidence
  1. Do you consider gender/sex vriables in your research? Are they relevant to your topic?
  2. Are funding bodies, journal editors and agencies responsible for curricula accreditation asked to incorporate sex and gender into their assessment procedures?

0) No evidence

1) Poor/ Not sufficient

2) Sufficient

3) Good

4) Excellent/ Very good

N/A: Not applicable

4.7 Requests data for research funding, publication submission,  patent applications, … are monitored by gender and by success rates

  • These rates are monitored by gender and unbalances results are questioned and solutions implemented
  • Other
  • No evidence
  1. What information does the institution collect in relation to gender and why? How does it utilize such information?
  2. Would you like to be acquainted with these data somehow?

KA5: Integration of sex and gender dimension in teaching curricula

Sex and gender dimensions in teaching curricula are at the centre of this Area.

It is important to know if, how and to what extent:

  • Sex and gender issues are taken into consideration in Teaching Curricula
  • Academics are supported for the integration of sex and gender content in Teaching curricula and it is an item in their performance evaluation
  • Students can attend seminars on gender equality, gender bias and discrimination
STANDARDS (REQUISITES)
STANDARDS REQUIREMENTS to be given EVIDENCE of
GUIDING QUESTIONS on awareness, culture, processes, outcomes
Levels of evidence

5.2 Professors and researchers are expected to attend equality and diversity training on sex and gender in teaching curricula content

  • Guides and Workshops on integration of equality and diversity in curriculum design, learning activities and/or program of study, are available for teaching and learning support staff
  • Other
  • No evidence
  1. How are Academics supported to integrate sex and gender dimensions in their teaching content?
  2. Have the Academics received training in gender-equality? If so, is it compulsory?

0) No evidence

1) Poor/ Not sufficient

2) Sufficient

3) Good

4) Excellent/ Very good

N/A: Not applicable

5.3 General courses for students on sex and gender awareness and knowledge are available

  • Specific courses are available
  • Specific sections inside courses are available
  • Other
  • No evidence
  1.  What initiatives has the organization been carrying out to make students aware of sex and gender equality dimension in their study?