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<oembed><version>1.0</version><provider_name>STARBIOS2</provider_name><provider_url>https://starbios2.eu</provider_url><title>RRI action on #Gender at University of Gdansk - STARBIOS2</title><type>rich</type><width>600</width><height>338</height><html>&lt;blockquote class="wp-embedded-content"&gt;&lt;a href="https://starbios2.eu/2020/rri-action-on-gender-at-university-of-gdansk/"&gt;RRI action on #Gender at University of Gdansk&lt;/a&gt;&lt;/blockquote&gt;
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&lt;/script&gt;&lt;iframe sandbox="allow-scripts" security="restricted" src="https://starbios2.eu/2020/rri-action-on-gender-at-university-of-gdansk/embed/" width="600" height="338" title="&#x201C;RRI action on #Gender at University of Gdansk&#x201D; &#x2014; STARBIOS2" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" class="wp-embedded-content"&gt;&lt;/iframe&gt;</html><thumbnail_url>https://starbios2.eu/wp-content/uploads/2020/03/gdansk-3.jpg</thumbnail_url><thumbnail_width>1600</thumbnail_width><thumbnail_height>1067</thumbnail_height><description>The University of Gdansk started their STARBIOS2 journey with a set of pilot actions, already planned for bigger things. Deciding to focus on the RRI key of gender, they managed to obtain structural changes on the institution-wide level with united efforts of a complex project team consisting of members of different faculties and units passionate about introducing long-term changes. Main challenges For all key areas of RRI, including gender, the main challenges arose from the fact that STARBIOS2 activities at the University of Gda&#x144;sk (UG) were planned as pilot actions for the Intercollegiate Faculty of Biotechnology of University of Gda&#x144;sk and the Medical University of Gda&#x144;sk (IFB). With the aim to test internally, and later on transmit these actions as a trigger for change to other bioscience-related faculties, and even further onto the university wide-level. Focus on Gender Our focus on gender was intersectional as it overlaps with other important roles women and men undertake. We considered gender of the researcher, student, the management level in the institution and role-models.&nbsp; This meant we investigated the needs for support in career development. We also considered the number of male and female staff at IFB, and the different obstacles to research careers that might result from gender stereotypes. We stressed the fact that teaching curricula should be designed so as to give equal chances for both men and women. This includes developing an understanding of the meaning of tailored training in leadership skills. In addition, we promoted role models of both male ... Read More</description></oembed>
