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Read more: The precarious employment of staff in Irish Higher Educational institutions and its policy implications
Since 2014, there have been a series of policy initiatives to increase the proportion of women in senior academic positions in higher educational institutions (HEIs) in Ireland (O’Connor and Irvine 2020). This focus has been criticised for excluding a focus on precarity (Meade et al., 2023; O’Keefe and Courtois, 2019). Since women now make up seven of the 12 university presidents (a change that has occurred over three years), this objective can be depicted as achieved, although even yet 15 per cent of the male academic staff cohort are full professors compared with less than eight per cent of their female counterparts (HEA, 2022a; see also EC 2021: 187). It is suggested that precarity is another manifestation of the impact of a male academic elite in HEIs, in this case driving a research focused agenda which necessitates the employment of large numbers of precarious researchers and support staff with no career prospects.
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Read more: Higher Education Institution policies in the Climate and Ecological Emergency
This article aims to assist readers in understanding the relevance of utilising HEI-level policy and governance to advance environmental sustainability. Specifically, the contents may provide a bridge for those working on Irish HEI strategy/ governance / policy and those in sustainability planning in HEIs, by demonstrating that embedding environmental sustainability into existing and new policy instruments can deepen and broaden the embodiment of a HEI’s sustainability ambitions.
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Read more: Latest Education Indicators for Ireland
The Department of Education and the Department of Further and Higher Education, Research Innovation and Science released a publication of the latest Education Indicators for Ireland (2022). It is available here.
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Read more: Resourcing higher education in Ireland – Funding higher education institutions
“Resourcing higher education in Ireland – Funding higher education institutions” has been published by the OECD Education Policy Perspectives Series here