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The TARGET approach aims at establishing a reflexive gender equality policy in research performing and research funding organisations. Monitoring has enormous potential to support reflexivity at both the institutional and the individual levels in the gender equality plan (GEP) development and implementation context. To exploit this potential, the monitoring system has to consist of meaningful indicators, which adequately represent the complex construct of gender equality and refer to the concrete objectives and policies of the GEP. To achieve this, we propose an approach to indicator development that refers to a theory of change for the GEP and its policies. Indicator development thus becomes a reflexive endeavour and monitoring a living tool. This requires constant reflection on data gaps, validity of indicators and the further development of indicators. Furthermore, we recommend the creation of space for reflexivity to discuss monitoring results with the community of practice.

In the research literature relevant to open educational practices (OEP), the terms “students” or “learners” often refer to individuals engaging in formal study. This study aims to broaden the conception of learners to include those who engage with continuing professional development or professional learning. The study focussed on one intersection of OEP with equity pedagogy for these learners.

Guided by transformative approaches to knowledge, the research is qualitative and draws upon nine focus group interviews about multicultural education professional learning needs conducted in November 2019 and July 2020 with 74 early years educators and staff. Data were analysed with theoretical thematic analysis to provide a rich overall description of the data set.

Early years educators and teachers aim to centre equity pedagogy in their practices but are constrained by a lack of opportunity to engage in professional development, and fragmented approaches to professional learning, issues which may potentially be addressed through OEP.

This paper extends understandings of OEP as a means of helping learners, broadly interpreted, to promote equity pedagogy. Specifically, it highlights the promise of OEP for addressing early years educators’ professional development and learning about reconciliation and multicultural education.

The purpose of this paper is to examine whether the impact of persistent racial bias, discrimination and racial violence is facilitated by otherwise well-intentioned individuals who fail to act or intercede. Utilizing the aversive racism framework, the need to move beyond awareness raising to facilitate behavioral changes is discussed. Examining the unique lens provided by the aversive racism framework and existing research, the bystander effect provides important insights on recent acts of racial violence such as the murder of Mr. George Floyd. Some promise is shown by the work on effective bystander behavior training and highlights the need for shared responsibility in preventing the outcomes of racial violence and discrimination to create meaningful and long-lasting social change.

This paper uses literature based on the aversive racism framework together with the literature on the bystander effect to understand the factors, conditions and consequences for lack of intervention when the victim is African American. This paper also provides evidence and theory-based recommendations for strategies to change passive bystanders into active allies.

The use of the aversive racism framework provides a powerful lens to help explain the inconsistencies in the bystander effect based on the race of the victim. The implications for intervention models point to the need for behavioral and competency-based approaches that have been shown to provide meaningful change.

Several different approaches to address incidents of racial aggression and violence have been developed in the past. However, given the principles of aversive racism, a unique approach that considers the inconsistencies between self-perceptions and actions is needed. This sets a new agenda for future research and meaningful behavioral intervention programs that seek to equip bystanders to intercede in the future.

The need to address and provide effective strategies to reduce the incidence of racial aggression and violence have wide-ranging benefits for individuals, communities and society.

By connecting the aversive racism framework to the bystander effect, the need for different models for developing responsive and active bystanders can be more effectively outlined.

Collegiality is often discussed and analyzed as a challenged form of governance, a form of working that used to function well in universities prior to the emergence of contemporary and modern forms of governance. This seems to suggest that collegiality used to dominate, while other forms of governance are now taking over. The papers in volume 86 of this special issue support the notion of challenged collegiality, but also show that for the most part, nostalgic notions of “the good old days” are neither true nor helpful if we are to revitalize academic collegiality. After examining whether a golden age of collegiality ever existed, we discuss why collegiality matters. Exploring what are often described as limitations or “dark sides” of collegiality, we address four such “dark sides” related to slow decision-making, conflicts, parochialism, and diversity. This is followed by a discussion of how these limitations may be handled and what measures must be taken to maintain and develop collegiality. With a brief summary of the remaining papers under two headings, “Maintaining collegiality” and “Revitalizing collegiality,” we preview the rest of this volume.

Purpose: This study examines the relationship between gender, nationality, care responsibilities for children, and the psychological work climate of researchers.

Basic Design: Based on a dataset of approximately 2,900 cases, the main effects of gender and nationality, their interaction effect and the interaction effects of gender with care responsibilities for minor children, and with hierarchical position are considered in relation to work climate. Dummy regressions and t-tests were performed to estimate and compare the means and regression parameters of the perceived group climate and the view of leaders as evaluated by researchers. The dataset used was taken from a full survey of employees of the Max Planck Society, which is one of Germany’s largest research organizations with over 80 facilities and institutes in various disciplines and a focus on basic research.

Results: Gender differences concerning the evaluation of the work climate are particularly pronounced among doctoral candidates and researchers who have a non-EU nationality. Gender gaps increasingly level out with each successive career step. Additionally, a main effect of gender and a weak interaction of gender and care responsibility for minor children was supported by the data. A main effect of nationality on work climate ratings was found but could not be meaningfully interpreted.

Interpretation and Relevance: The interaction effect between gender and the position of a researcher can be interpreted as being a product of the filtering mechanism of the research system. With this interpretation, the results of the study can plausibly be explained in the light of previous research that concludes that female researchers face higher career hurdles than male researchers.

Diversity management is seen as a decisive factor for ensuring the development of socially responsible innovations (Beacham and Shambaugh, 2011; Sonntag, 2014; López, 2015; Uebernickel et al., 2015). However, many diversity management approaches fail due to a one-sided consideration of diversity (Thomas and Ely, 2019) and a lacking linkage between the prevailing organizational culture and the perception of diversity in the respective organization. Reflecting the importance of diverse perspectives, research institutions have a special responsibility to actively deal with diversity, as they are publicly funded institutions that drive socially relevant development and educate future generations of developers, leaders and decision-makers. Nevertheless, only a few studies have so far dealt with the influence of the special framework conditions of the science system on diversity management. Focusing on the interdependency of the organizational culture and diversity management especially in a university research environment, this chapter aims in a first step to provide a theoretical perspective on the framework conditions of a complex research organization in Germany in order to understand the system-specific factors influencing diversity management. In a second step, an exploratory cluster analysis is presented, investigating the perception of diversity and possible influencing factors moderating this perception in a scientific organization. Combining both steps, the results show specific mechanisms and structures of the university research environment that have an impact on diversity management and rigidify structural barriers preventing an increase of diversity. The quantitative study also points out that the management level takes on a special role model function in the scientific system and thus has an influence on the perception of diversity. Consequently, when developing diversity management approaches in research organizations, it is necessary to consider the top-down direction of action, the special nature of organizational structures in the university research environment as well as the special role of the professorial level as role model for the scientific staff.

This article will outline my experiences and offer practical recommendations when teaching in a university classroom when the professor and the students come from vastly different cultural backgrounds. I recently relocated from Canada to the United Arab Emirates (UAE) to teach female Muslim post secondary students - many of whom are the first in their family to receive higher education. Since it was difficult to find material on how to adapt one’s teaching style to be more culturally sensitive in the university classroom, the intention of this article is to provide specific tips and strategies on how to adapt one’s teaching style when immersed in an unfamiliar culture.

This study examines the causal relationship between exports and economic growth in sub-Saharan African (SSA) countries during the period 1980 to 2017. The study also examines whether the causality between these two macroeconomic variables depends on the countries' stage of development as proxied by their per capita income.

The study uses a panel cointegration test and panel Granger-causality model to examine the link between exports and growth. The study also incorporates external debt as an intermittent variable in a bivariate setting between exports and economic growth, thereby creating a dynamic multivariate panel Granger-causality model.

Although the study found the existence of a long-run relationship between exports and economic growth, the study failed to find any export-led growth response in both low-income and middle-income countries. Instead, the study found evidence of a bidirectional causality and a neutrality response in middle-income and low-income countries, respectively. The study, therefore, concludes that the benefits of an export-led growth hypothesis may have been oversold, and that the strategy may not be desirable to some low-income developing countries.

These findings have important policy implications as they indicate that the causality between exports and economic growth in SSA countries varies with the countries' stage of development. Consistent with the contemporary literature, the study cautions low-income SSA countries against over-relying on an export-led growth strategy to achieve a sustained growth path as no causality between exports and economic growth has been found to exist in those countries. Instead, such countries should consider pursuing new growth strategies by building the domestic demand side of their economies alongside their export promotion strategies in order to expand the real sector of their economies. For middle-income countries, the study recommends that both export promotion strategies and pro-growth policies should be intensified as economic growth and exports have been found to reinforce each other in those countries.

Unlike the previous studies, the current study disaggregated the full sample of SSA countries into two subsets – one comprising of low-income countries and the other consisting of middle-income countries. In addition, the study uses a multivariate Granger-causality model in order to address the emission-of-variable bias. To our knowledge, this may be the first study of its kind in recent years to examine in detail the causal relationship between exports and economic growth in SSA countries using an ECM-based multivariate panel Granger-causality model.

本研究旨在探討在1980年至2017年期間撒哈拉以南非洲國家的出口、與其經濟增長之間的因果關係，亦探討這兩個宏觀經濟變量之間的因果關係、會否取決於有關國家所處以人均收入來衡量的發展階段。

本研究雖然發現出口與經濟增長存有一個長期性關係，唯未能於低收入國家或中等收入國家、找到任何出口帶動的增長反應。研究反而找到證據，證實中等收入國家為一雙向性因果關係反應，而低收入國家則為一中立性反應。因此，研究的結論是：出口必能帶動經濟增長這假設被過度吹噓，而且，對部份低收入發展中國家而言，實施以出口帶動經濟增長的策略或許是沒有用的。

本研究的結果在政策方面有其重要意義。這是因為研究結果顯示、於撒哈拉以南非洲國家、出口與經濟增長之間的因果關係，會因有關國家所處的發展階段而有所變更。與當代文獻一樣，本研究提醒低收入的撒哈拉以南非洲國家，不要過度依賴以出口帶動增長的策略來謀求踏上持續增長之路，這是因為在這些國家，出口與經濟增長之間的因果關係仍未確立。他們反而應考慮推行新增長經濟策略，方法是在實施推動出口的策略的同時，也要建立其經濟的國內需求面，以擴大其經濟實業部門。就中等收入國家而言，本研究建議他們應增強推動出口的策略及強化促進增長的政策，這是因為在這些國家裏，經濟增長及出口已被證實會互為增強。

有別於過去的研究，本研究把撒哈拉以南非洲國家的整體樣本分解為兩個子集：一個包括低收入國家，另一個則包括中等收入國家。而且、研究使用了多變量面板格蘭傑因果關係模型、以處理遺漏變數偏差的問題。據我們了解，這大概是近年首個同類研究、以基於歐洲共同市場多變量面板格蘭傑因果關係模型、來詳細探討於撒哈拉以南非洲國家、出口與經濟增長之間的因果關係。

Research consistently shows that non-scientific bias, equity, and diversity trainings do not work, and often make bias and diversity problems worse. Despite these widespread failures, there is considerable reason for hope that effective, meaningful DEI efforts can be developed. One approach in particular, the bias habit-breaking training, has 15 years of experimental evidence demonstrating its widespread effectiveness and efficacy.

This article discusses bias, diversity, equity, and inclusion (DEI) efforts from the author’s perspective as a scientist–practitioner – the author draws primarily on the scientific literature, but also integrates insights from practical experiences working in DEI. The author provides a roadmap for adapting effective, evidence-based approaches from other disciplines (e.g. cognitive-behavioral therapy) into the DEI context and review evidence related to the bias habit-breaking training, as one prominent demonstration of a scientifically-validated approach that effects lasting, meaningful improvements on DEI issues within both individuals and institutions.

DEI trainings fail due to widespread adoption of the information deficit model, which is well-known as a highly ineffective approach. Empowerment-based approaches, in contrast, are highly promising for making meaningful, lasting changes in the DEI realm. Evidence indicates that the bias habit-breaking training is effective at empowering individuals as agents of change to reduce bias, create inclusion, and promote equity, both within themselves and the social contexts they inhabit.

In contrast to the considerable despair and pessimism around DEI efforts, the present analysis provides hope and optimism, and an empirically-validated path forward, to develop and test DEI approaches that empower individuals as agents of change.

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates' teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates' educator preparation and stimulate candidates' personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a minority serving institution's integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts' need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.