The aim of integrating gender mainstreaming into the development and accreditation of two-tier degrees is to make the new degrees gender-balanced (or "gender-just"), and in so doing to contribute to the creation of equal opportunities for men and women in higher education.
To do this effectively requires a range of measures. Current regulations, frameworks and practices in German institutions of higher education have created a situation of unequal opportunities for women and men in many subject disciplines. This can range from differences in the likelihood of being accepted onto courses, or in successfully completing degrees, to different opportunities in the job market or the chances of an academic career.
Gender-balanced degrees
- are equally attractive and accessible to both female and male students
- minimize social selection
- integrate the theories, methods and findings of women's and gender studies relating to the subject in question into the curriculum
- take students' different personal situations into account
- allow for the different interests and ways of learning of female and male students
- recognise, and provide for, the different needs of female and male students in terms of guidance, supervision, assistance (funding) and mentoring
- guide female and male students in equal measure to successful completion of their degrees
- reflect any peculiarities of gender-segregated job markets in the course structure
- provide equal opportunities for male and female students to continue to MA degrees
- support young female and male academics in equal
- include a quality assurance mechanism to prevent any open or covert gender
- carry out continuous monitoring to check that these criteria are met
- ensure that the necessary material, staff and organisational resources are available long term.
Appropriate measures should be drawn up in the following areas:
Access. In Germany, access to degree courses and choice of subject is highly selective, and strongly segregated in terms of gender. Particularly serious is the under-representation of women in the field of engineering, and of men in the area of education. A number of measures have been devised to make courses more attractive to the under-represented gender ... [continues]
Studyability. A central aspect of the reform in university education is making degree courses more feasible/manageable by restructuring them in terms of their "timing". Modularising degree courses and introducing transferable credit points makes it easier for students to study part-time or follow individual modes of study. It also makes it easier to combine studying with working professionally or raising a family. These factors are crucial from the point of view of equal opportunities. However, a great deal still remains to be done ... [continues]
Teaching methods. Women's and gender research in the area of university teaching methods – particularly in degree courses where women are under-represented – have developed numerous approaches to correcting the gender bias in the teaching of subjects where there is gender segregation. These approaches are also relevant for other degree courses ... [continues]
Transitions. Transitions – from studying to working, or from one level of study to the next – are of great importance from the point of view of equal opportunities. It is during such phases of transition that the shape of one's future professional career or the chance of having an academic career can be decided. The situation here gives cause for concern ... [continues]
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