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Equal Opportunities in Academic Careers? How Mid-Career Scientists at ETH Zurich Evaluate the Impact of Their Gender and Age

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  • Ralph Hansmann

    (ETH Zurich, Department of Environmental Systems Science (D-USYS), Transdisciplinarity Lab (TdLab), Universitätstrasse 22, CHN K 76.2, CH-8092 Zurich, Switzerland)

  • Dagmar Schröter

    (ETH Zürich, Department of Environmental Systems Science (D-USYS), Forest Ecology & Transdisciplinarity Lab (TdLab), Universitätsstr. 22, CHN K 76.2, CH-8092 Zürich, Switzerland)

Abstract

Gender equality is essential to social justice and sustainable development in the higher education sector. An important aspect thereof is to promote equal opportunities for academic careers. This study investigates the current situation and possibilities for improvement in this regard from the perspectives of mid-career scientists in a sustainability-oriented university department. A survey of scientists from the postdoctoral to adjunct professor level (N = 82) in the Department of Environmental Systems Science (D-USYS) of ETH Zurich (Swiss Federal Institute of Technology Zurich) was thus conducted to investigate judgements, experiences, and ideas for improvement concerning equal career opportunities. About 90% of the respondents perceived no disadvantages based on gender, ethnicity, race, or faith. However, about 30% felt disadvantaged due to their age. Comments revealed not a single case in which latter disadvantages were based on prejudice. Instead, ETH-wide or national age and time-based restrictions for certain positions caused the inequality perceptions. Furthermore, comments indicated that these restrictions can disadvantage scientists taking care of children. Some participants suggested a revision or removal of corresponding rules. Further suggestions included an improved availability of childcare places. ETH Zurich recently undertook great efforts to provide excellent and affordable childcare services, increasing the number of available places by about 30% in the year following this survey.

Suggested Citation

  • Ralph Hansmann & Dagmar Schröter, 2018. "Equal Opportunities in Academic Careers? How Mid-Career Scientists at ETH Zurich Evaluate the Impact of Their Gender and Age," Sustainability, MDPI, vol. 10(9), pages 1-17, September.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:9:p:3343-:d:170715
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    References listed on IDEAS

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    1. Ralf Hansmann, 2010. "“Sustainability Learning”: An Introduction to the Concept and Its Motivational Aspects," Sustainability, MDPI, vol. 2(9), pages 1-25, September.
    2. Jyrkinen, Marjut, 2014. "Women managers, careers and gendered ageism," Scandinavian Journal of Management, Elsevier, vol. 30(2), pages 175-185.
    3. Heather Sarsons, 2017. "Recognition for Group Work: Gender Differences in Academia," American Economic Review, American Economic Association, vol. 107(5), pages 141-145, May.
    4. Cassandra M. Guarino & Victor M. H. Borden, 2017. "Faculty Service Loads and Gender: Are Women Taking Care of the Academic Family?," Research in Higher Education, Springer;Association for Institutional Research, vol. 58(6), pages 672-694, September.
    5. Grossman, Robert J., 2005. "The under-reported impact of age discrimination and its threat to business vitality," Business Horizons, Elsevier, vol. 48(1), pages 71-78.
    6. Peter van den Besselaar & Ulf Sandström, 2016. "Gender differences in research performance and its impact on careers: a longitudinal case study," Scientometrics, Springer;Akadémiai Kiadó, vol. 106(1), pages 143-162, January.
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    Cited by:

    1. Cristina Drumea & Bogdan Băcanu & Carmen Elena Anton & Adriana Veronica Litra & Steliana Busuioceanu & Alexandra Doroș, 2020. "Gender Parity within the Gender—Sustainability Paradigm: A Case Study on Management Structures of the Romanian Academia," Sustainability, MDPI, vol. 12(3), pages 1-36, January.
    2. Göran Finnveden & Julie Newman & Leendert A. Verhoef, 2019. "Sustainable Development and Higher Education: Acting with a Purpose," Sustainability, MDPI, vol. 11(14), pages 1-4, July.

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