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New Forms of Social Learning in Mediterranean Higher Engineering Education: Change Lab for Gender Equality Transformation, Methodology, Design Principles

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  • Anastasia Zabaniotou

    (Department of Chemical Engineering, School of Engineering, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
    RMEI-Network of Mediterranean Schools of Engineering and Management, Ecole Centrale Marseille, Technopôle de Château-Gombert 38, 13013 Marseille, France)

Abstract

Educating students to understand the dynamics of complex systems and acting with responsibility and equality in their professional/private life is pivotal. Implementing social changes in higher engineering education institutions is a challenge. This work is grounded empirically in the tailored practices of the gender equality Change Lab embedded in the network of Mediterranean engineering schools, which is a collective organizational integrity. We used action research and practical learning in our methodology. Design principles are provided, and methodological setup is included. We advocate that in order to mainstream gender equality, develop structures, and overcome some of the known limitations, we need to have conceptual clarity, well-targeted interventions, reflexivity, and empirical evidence. Moving from separate bureaucratic centrally-managed higher education institutions to interconnected networks that can organize self-assembling collaboration in the form of labs, with mutually beneficial partnerships contemplating social innovations, can challenge the melting of the traditional boundaries towards inclusive education. This can be done amidst university reforms conducive to such a transformation. Particular attention is paid to the role of HORIZON 2020 Taking a Reflexive Approach to Gender Equality for Institutional Transformation (TARGET) project in conceptualizing gender equality learning and system change in Mediterranean engineering schools.

Suggested Citation

  • Anastasia Zabaniotou, 2020. "New Forms of Social Learning in Mediterranean Higher Engineering Education: Change Lab for Gender Equality Transformation, Methodology, Design Principles," Sustainability, MDPI, vol. 12(16), pages 1-18, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6618-:d:399536
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    References listed on IDEAS

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    1. Utoft, Ea Høg, 2020. "Exploring linkages between organisational culture and gender equality work—An ethnography of a multinational engineering company," Evaluation and Program Planning, Elsevier, vol. 79(C).
    2. Daniela M. Salvioni & Simona Franzoni & Raffaella Cassano, 2017. "Sustainability in the Higher Education System: An Opportunity to Improve Quality and Image," Sustainability, MDPI, vol. 9(6), pages 1-27, May.
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    Cited by:

    1. Urmanaviciene Audrone & Kostalova Jana & Baturina Danijel & Krzyworzeka Paweł & Budrytė Paulina & Lepik Katri-Liis, 2022. "Were Social Labs immune to COVID-19? Impacts and benefits," Management & Marketing, Sciendo, vol. 17(s1), pages 381-401, October.
    2. Mona Nabil Demaidi & Khaled Al-Sahili, 2021. "Integrating SDGs in Higher Education—Case of Climate Change Awareness and Gender Equality in a Developing Country According to RMEI-TARGET Strategy," Sustainability, MDPI, vol. 13(6), pages 1-21, March.
    3. Zabaniotou, Anastasia & Boukamel, Oumaïma & Tsirogianni, Aigli, 2021. "Network assessment: Design of a framework and indicators for monitoring and self-assessment of a customized gender equality plan in the Mediterranean Engineering Education context," Evaluation and Program Planning, Elsevier, vol. 87(C).

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