Learning outcomes

The course aims to introduce the participants to the theories of bifocal mentoring programmes and provide support in their individual career planning. Inspiration for the course derives from Jennifer de Vries’ concept of bifocal mentoring programmes. The concept is based on individual development and career planning being linked to organisational changes that are necessary to enable equal career opportunities. Equal opportunities refers to EDI: equality, diversity and inclusion. The concept of equity, which is often used in conjunction with students, is also included. The course participants are divided into three groups, and each group is assigned a mentor.

Knowledge and understanding

On completion of the course, the student shall be able to:

• Account for theories on bifocal mentoring.
• Provide examples of formal and informal power structures at the University, including which policy documents and management functions apply to academia in relation to their own workplace.
• Account for the content of the Discrimination Act and give examples of how it impacts academia based on legislation, practice, research and investigations.
• Provide examples of inclusive leadership based on the Government’s goal of achieving gender mainstreaming.
• Account for how research policy and funding relate to gender equality and diversity issues, nationally and internationally.
• Provide examples of projects that have successfully promoted gender equality in academia.
• Describe the grant application procedure.

Competence and skills

On completion of the course, the student shall be able to:

• Make a rough outline for a research funding application, in which structure and examples of good applications form the basis of the outline.
• Give constructive suggestions on how academia can become more inclusive.

Judgement and approach

On completion of the course, the student shall be able to:

• Discuss science from the perspective of equal opportunities, including culture, research and teaching.
• Discuss how bias between individuals and in the organisation can impact meritocracy and the quality of research and education.
• Discuss the importance of equal opportunities for education and working life, and for the quality of scientific research and development
• Identify in a written report their need for further knowledge on leadership and employeeship in academia and reflect on their own learning during the course.

Course content

The following themes are addressed during the course:

• Learning for change, mentoring and sponsorship
• Meritocracy and bias
• Integrating equity perspectives into research and teaching
• Inclusion in academia
• Leadership from an equal opportunities perspective
• Research funding and applications for funds
• Good examples

Course design

The course, conducted in the form of seminars and workshops, is based on the students’ active participation and interaction. Each seminar day consists of two segments. The morning segment includes an introduction to the day’s topic, and both mentors and mentees (participants) take part. Course participants meet in the afternoon to work on assignments, reflect and discuss. Groupwork under the guidance of a mentor also takes place in addition to the scheduled course sessions.

Assessment

Assessment is formative and based on active participation in workshops, written reports and oral presentations. The course is concluded with self-reflection and self-assessment.

Grades

The grades awarded are Fail and Pass.

Language of instruction

English.

Entry requirements

No prior knowledge required.

Further information

The course is primarily offered as part of the faculty’s BUL career development programme for associate senior lecturers. If space allows, newly appointed senior lecturers, postdocs and other researchers at the beginning of their careers may also attend the course.