Alignment of the Institutional Strategy With the Teaching Action in the Implementation of the Gender Perspective. Design and Implementation in the Case of the UOC

Both the Equality Unit of the Universitat Oberta de Catalunya (UOC) and the Equity Commission of its Faculty of Computer Science (Estudis d'Informàtica, Multimèdia i Telecomunicació) have been working, among other goals, to ensure a gender perspective in teaching. A key element for this has bee...

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Bibliographic Details
Published in:IEEE-RITA 2023-11, Vol.18 (4), p.374-383
Main Authors: Marco-Simo, Josep Maria, Marco-Galindo, Maria-Jesus, Hortal, Elena Planas, Garcia, Maria Jose Garcia
Format: Article
Language:English
Subjects:
Cultural aspects
Curriculum
Curriculum development
Education
Educational institutions
Ethics
Gender
Gender issues
gender perspective
institutional strategy
Proposals
Sustainable development
Training
transversal competence
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Summary:Both the Equality Unit of the Universitat Oberta de Catalunya (UOC) and the Equity Commission of its Faculty of Computer Science (Estudis d'Informàtica, Multimèdia i Telecomunicació) have been working, among other goals, to ensure a gender perspective in teaching. A key element for this has been the definition of a transversal competence (Ethical and global behavior) that includes the gender perspective that should be implemented in all programs. This paper describes the path followed since the appearance of this institutional impulse, its materialization in this competence, and its final linkage to a subset of the courses of the Bachelor's and Master's Degree in Computer Engineering. The reasoning, the phases, the established guidelines, as well as the selection of the courses are detailed. Beyond this theoretical design process, its actual implementation in all these courses during the 2022-2023 academic year is also analyzed. The contrasted result of the proposal is that this is a viable process thanks to some already existing facilitating factors and the involvement of the interested groups, especially the faculty. However, despite this involvement, it still needs additional momentum to consolidate its implementation and is not free of contradictions and is not yet mature in all key aspects, including some as relevant as that of competency assessment.
ISSN:1932-8540
2374-0132
DOI:10.1109/RITA.2023.3324059