Loughborough University

Participant short name
LoU
Country
United Kingdom

Homepage: www.lboro.ac.uk/departments/cv/

Gender Equality Plan: PDF

Loughborough University has over 3,200 employees and 16,500 students and has a growing reputation in both its teaching and research functions. Overall, it has participated in more than 100 EU projects and has strong links with a wide range of external public and private sector bodies.

The university is research-intensive. All schools and departments have a strong research base and contribute to an international reputation; nearly half of the University's income is for research. In recognition of its contribution to the UK Higher Education sector, Loughborough University research has been instrumental in the award of an unbeaten six Queen's Anniversary Prizes, the latest was in 2007, and won the “University of the year” title in the UK for 2008/2009.

The School of Civil and Building Engineering is one of the largest multi-disciplinary engineering schools in the UK. According to the latest independent national research assessment exercise (RAE), 95% of the School's Built Environment research and 90% of School's Civil Engineering research is of an international standard. 
 
The Department of Social Sciences is one of the leading departments in this field within the UK and internationally. Its innovative research has received international recognition within the social sciences, including the award of the Queen's Anniversary Prize in 2005 for outstanding work at world-class level.
 
The research team which will undertake the work in this project has been involved in over 12 EU funded projects under FP4, FP5, FP6 and FP7. The latest projects being of very high relevance to this proposal are WOMRNCORE (Women in Construction Research) and HELENA (Higher Education Leading to Engineering and Scientific Careers).
 
Persons involved:
Tarek Hassan is Professor of Construction Informatics at the Civil & Building Engineering Department of Loughborough University, United Kingdom. His background is civil engineering and his research work includes advanced construction informatics, collaborative engineering, smart buildings, information modelling and gender issues in engineering and higher education. Professor Hassan has been involved in many EU funded research projects as coordinator, partner, reviewer and evaluator. He raised research funding of 5 Million Euros and participated in projects of total value of 37 Million Euros. He has authored /co-authored over 120 publications.
 
Barbara Bagilhole is Professor of Equal Opportunities and Social Policy in the Department of Social Sciences, Loughborough University, UK. She has published and researched extensively in the area of Equal Opportunities and Diversity across the fields of gender, race, disability, sexual orientation, religion or belief and age. Her latest books are (2009) Understanding Equal Opportunities and Diversity: The Social Differentiations and Intersections of Inequality, Policy Press, Bristol; (2011) Gender, Power and Management, with K. White, Palgrave, Macmillan.
 
Andrew Dainty is Professor of Construction Sociology at Loughborough University’s Department of Civil and Building Engineering. A renowned researcher in the field of human resource management in the construction industry, he has held research grants from the EPSRC, ESRC and various government and European agencies, as well as advising a wide range of contracting and consultancy firms on human and organizational issues. He is coauthor/editor of six books and research monographs.
 

Sarah Barnard is Research Associate in the School of Civil and Building Engineering at Loughborough University. She has conducted research on widening participation in higher education, international students in further and higher education, European journalism, media coverage of the Olympics and women in SET, publishing articles and presenting research papers at international conferences. Her most recent research focuses upon developments in engineering higher education and gender inclusion within a critical theoretical framework, part of the European FP7 funded project HELENA (Higher Education Leading to Engineering and Scientific Careers).

 

Main publications:

 

  • Barnard, S. B. Bagilhole, A. Dainty and T. Hassan (2012) ‘Women, Engineering and Higher Education in the UK: Trends in Participation and Curriculum Development’ in Béraud, André, Godfroy, Anne-Sophie, Michel, Jean (eds.), Gender and Interdisciplinary Education for Engineers. Does Interdisciplinary Education improve the gender balance and attract more young people in Engineering and Technology higher education? Proceedings of the GIEE HELENA Conference, Paris June 23-24 2011. Sense Publishers. See; https://www.sensepublishers.com/media/1411-giee-2011-gender-and-interdisciplinary-education-for-engineers.pdf
  • Barnard, S., T. Hassan, B. Bagilhole and A. Dainty (2012) ‘They’re not Girly Girls’: An Exploration of Quantitative and Qualitative Data on Engineering and Gender in Higher Education. European Journal of Engineering Education. See: http://www.tandfonline.com/doi/full/10.1080/03043797.2012.661702
  • Barnard, S.; Powell, A.; Bagilhole, B.; Dainty, A. (2010) Researching UK Women Professionals in SET: A Critical Review of Current Approaches. International Journal of Gender, Science and Technology, North America, 2 3 08 2010. See; http://genderandset.open.ac.uk/index.php/genderandset/article/view/65/175
  • Powell, A., Dainty, A., Bagilhole, B. (2012) Gender stereotypes among women engineering and technology students in the UK: lessons from career choice narratives, Volume 37, Issue 6, pages 541-556 (2012), DOI:10.1080/03043797.2012.724052
  • Bagilhole, B. (1993). How to keep a good woman down: an investigation of the role of institutional factors in the process of discrimination against women academics. British Journal of Sociology of Education, 14(3), 261-274.
  • Bagilhole, B. (1993). Survivors in a male preserve: A study of British women academics' experiences and perceptions of discrimination in a UK university. Higher Education, 26(4), 431-447.
  • Bagilhole, B. (2000). Too little too late? An assessment of national initiatives for women academics in the British university system. Higher Education in Europe, 25(2), 139-145.
  • Bagilhole, B. (2002). Challenging equal opportunities: Changing and adapting male hegemony in academia. British Journal of Sociology of Education, 23(1), 19-33.
  • Bagilhole, B. (2002). Academia and the reproduction of unequal opportunities for women. Science Studies, 15(1), 46-60.
  • Bagilhole, B. (2006). Family-friendly policies and equal opportunities: a contradiction in terms?. British Journal of Guidance & Counselling, 34(3), 327-343.
  • Barbara Bagilhole. (2009). Understanding equal opportunities and diversity: The social differentiations and intersections of inequality. Policy Pr.
  • Bagilhole, B., & Goode, J. (1998). The 'Gender Dimension' of both the 'Narrow'and 'Broad' Curriculum in UK Higher Education: Do women lose out in both?. Gender and Education, 10(4), 445-458.
  • Bagilhole, B., & Goode, J. (2001). The Contradiction of the Myth of Individual Merit, and the Reality of a Patriarchal Support System in Academic Careers A Feminist Investigation. European Journal of Women's Studies, 8(2), 161-180.
  • Bagilhole, B., & White, K. (2008). Towards a gendered skills analysis of senior management positions in UK and Australian Universities. Tertiary Education and Management, 14(1), 1-12.
  • Bagilhole, B., & White, K. (2011). Gender, Power and Management: A Cross-Cultural Analysis of Higher Education. Palgrave Macmillan. 175 Fifth Avenue, New York, NY 10010.
  • Bagilhole, B., & Woodward, H. (1995). An occupational hazard warning: Academic life can seriously damage your health. An investigation of sexual harassment of women academics in a UK university. British Journal of Sociology of Education, 16(1), 37-51.
  • Bagilhole, B., Dainty, A., Powell, A., & Barnard, S. (2008). Researching Cultures in Science, Engineering and Technology: An analysis of current and past literature. Bradford, The UKRC.
  • Dainty, A. R., Bagilhole, B. M., Ansari, K. H., & Jackson, J. (2004). Creating equality in the construction industry: An agenda for change for women and ethnic minorities. Journal of construction research, 5(01), 75-86.
  • Dainty, A. R., Bagilhole, B. M., & Neale, R. H. (2000). A grounded theory of women's career under-achievement in large UK construction companies. Construction Management & Economics, 18(2), 239-250.
  • Dainty, A. R., Bagilhole, B. M., & Neale, R. H. (2001). Male and female perspectives on equality measures for the UK construction sector. Women in Management Review, 16(6), 297-304.
  • Dainty, A. R., & Lingard, H. (2006). Indirect discrimination in construction organizations and the impact on women’s careers. Journal of Management in Engineering, 22(3), 108-118.
  • Dainty, A. R., Neale, R. H., & Bagilhole, B. M. (1999). Women’s careers in large construction companies: expectations unfulfilled?. Career Development International, 4(7), 353-358.
  • Powell, A., Bagilhole, B. M., & Dainty, A. R. (2006). The problem of women's assimilation into UK engineering cultures: can critical mass work?. Equal Opportunities International, 25(8), 688-699.
  • Powell, A., Bagilhole, B., & Dainty, A. (2007). The Good, the bad and the ugly: women engineering students‖ experiences of UK higher education. Women and minorities in science, technology, engineering and mathematics: Upping the numbers, 47-70.
  • Powell, A., Bagilhole, B., & Dainty, A. (2009). How women engineers do and undo gender: consequences for gender equality. Gender, Work & Organization, 16(4), 411-428.
  • Powell, A., Bagilhole, B., Dainty, A., & Neale, R. (2004). Does the engineering culture in UK higher education advance women’s careers?. Equal Opportunities International, 23(7/8), 21-38.