ABSTRACT

In line with other national higher education systems, the UK has, since 2005, taken a formalised approach to improving gender equality in academia in the form of the Athena SWAN charter mark; in 2016, an additional charter mark focusing on race equality (the REC) was introduced. This article, based on data from a multi-site case study exploring the experiences of those in UK higher education who are working on the charter marks, looks at how academic staff become involved in this work. Using a narrative analysis based on the conceptual tools of policy enactment, the article sets out a typology of trajectories of academic involvement in charter mark work. This focus on how academic staff become involved in work on charter marks as policy translators is set alongside a chronological account of the development of the charter mark awards in the UK higher education sector. Through locating staff trajectories in their particular context, we are able to ask questions of how work that seeks to address serious and enduring inequalities in academia is currently allocated and implemented, and with what kinds of expertise.

摘要

与其他国家高等教育系统一样，自 2005 年以来，英国采取了正式的方法，以雅典娜天鹅宪章标志的形式改善学术界的性别平等；2016 年，引入了一个关注种族平等的附加宪章标志（REC）。本文基于来自多地点案例研究的数据，该研究探索了英国高等教育中从事特许标志工作的人的经验，着眼于学术人员如何参与这项工作。使用基于政策制定的概念工具的叙述分析，本文列出了学术参与宪章标记工作的轨迹类型学。重点关注学术人员如何作为政策翻译人员参与特许标志的工作，同时按时间顺序对英国高等教育部门特许标志奖的发展进行了说明。通过在特定背景下定位员工轨迹，我们能够提出问题，即目前如何分配和实施旨在解决学术界严重和持久不平等的工作，以及具有哪些专业知识。