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Gendered workload allocation in universities: A feminist analysis of practices and possibilities in a European University

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  • Finnborg S. Steinþórsdóttir
  • Fiona Carmichael
  • Scott Taylor

Abstract

The negotiated allocation of teaching and institutional service workload in universities is a key determinant of the quantity and quality of all work for academic staff. There is abundant quantitative evidence that women and men experience differential outcomes from faculty, school, or departmental workload allocation processes and convincing theoretical explanations as to why this happens. We add to this knowledge through feminist analysis of a mixed methods case study of an academic unit in a European University, focusing on gendered dynamics in the workload allocation processes there. Our analysis follows the “sweaty concept” methodology proposed by Sara Ahmed as a means of developing feminist theory that is founded on embodied experiences of discomfort in worlds that are not welcoming. The concept we develop through this is “inequitable modeling”; it suggests that while workload allocation processes are understood by model designers as a managerial tool to enable transparency and fairness (forms of procedural equity), the managed, especially women, experience them as opaque and unfair (forms of lived inequity). We conclude by questioning the principles and outcomes of such tools in achieving gender equity, and then describe how a feminist approach to workload modeling and allocation might be implemented.

Suggested Citation

  • Finnborg S. Steinþórsdóttir & Fiona Carmichael & Scott Taylor, 2021. "Gendered workload allocation in universities: A feminist analysis of practices and possibilities in a European University," Gender, Work and Organization, Wiley Blackwell, vol. 28(5), pages 1859-1875, September.
    • Handle: RePEc:bla:gender:v:28:y:2021:i:5:p:1859-1875
    DOI: 10.1111/gwao.12709
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    References listed on IDEAS

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    1. Finnborg S. Steinþórsdóttir & Thomas Brorsen Smidt & Gyða M. Pétursdóttir & Þorgerður Einarsdóttir & Nicky Le Feuvre, 2019. "New managerialism in the academy: Gender bias and precarity," Gender, Work and Organization, Wiley Blackwell, vol. 26(2), pages 124-139, March.
    2. Mariya Ivancheva & Kathleen Lynch & Kathryn Keating, 2019. "Precarity, gender and care in the neoliberal academy," Gender, Work and Organization, Wiley Blackwell, vol. 26(4), pages 448-462, May.
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