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Gender issue in the ICT field in higher education

Gender issue in the ICT field in higher education. B. Divjak, V. Vidaček-Hainš & M. Ostroški - Varaždin County Faculty of Organization and Informatics Varaždin, University of Zagreb. VIIth Conference of the European Regions on Equal Opportunities.

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Gender issue in the ICT field in higher education

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  1. Gender issue in the ICT field in higher education B. Divjak, V.Vidaček-Hainš & M.Ostroški - Varaždin County Faculty of Organization and Informatics Varaždin, University of Zagreb VIIth Conference of the European Regions on Equal Opportunities Timisoara (Timis, Romania), October 11-12, 2007

  2. Population aged 15 or more according to the level of education (%): http://www.dzs.hr (Croatian Bureau of Statistics – 2001 Census)

  3. Varaždin Countyhttp://www.dzs.hr (Croatian Bureau of Statistics – 2001 Census)

  4. Male Female Croatian Employment Servicehttp://www.hzz.hrUnemployment rate by gender • July 2007: Only 4.2% of unemployed persons have a HE degree • Most of them are aged over 50 (28.7 %)

  5. Proportion of female full professorsSource: National Science Foundation (2003). In Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering, pp 17. National Academy of Sciences, N.A. of Engineering and Institute of Medicine. National Academy Press, Washington D.C.

  6. Percentage of female and male doctoral scientists (Computer Science)Source: National Science Foundation (2003). In Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering, pp 171. National Academy of Sciences, N.A. of Engineering and Institute of Medicine. National Academy Press, Washington D.C. Legend: 1= percentage of female d.s. ; 2= percentage of male d.s.

  7. Female students (20,3%) Male students (79,8%) Croatia: Doctors of science – technical sciences http://www.dzs.hr

  8. Gender budgetinghttp://www.dfid.gov.uk/aboutdfid/organisation/pfma/pfma-gender-budget.pdf • Tools and processes designed to facilitate a gender analysis in the formulation of government budgets and the allocation of resources • European Women’s Lobby – more than 3000 women’s associations in Europe

  9. Our research – the goals • To define connections between the social and economic status and secondary education as pre-entry factors determining results achieved in higher education (HE) • Information and Communications Technology (ICT)

  10. N = 271 first-year students of Information Systems in the field of Organization and Computer Sciences Male Female Part-time Full-time Respondents

  11. Measurement(Survey)

  12. ● Full time students achieved better results Male vs. Female students: ●Female students study 1.46 h more than male students; female students –more motivated to fulfill their tasks than male students(r= -0.217, p>0.05): Pearson correlation between gender and motivation Average number of learning hours per week Legend: Y axis = average number of hours ResultsFull-time vs. part-time students:

  13. Statist. sign. variables: Not significant variables: Results Full-time students vs. Part-time (full-time learn more) Gender differences (t=3,255; df=128;p>0.01) Female students learn more Size of residence Type of secondary school (r=0.219, p>o.o5) Availability of the Internet Very important: curriculum and pre-knowledge from secondary school

  14. Conclusion Pedagogical implications of the research: • The need to familiarize the students with the aims and outcomes of courses • The redefined role of the teacher in ICT supported learning environment • Meta-skills – “learning to learn” strategies

  15. Prerequisites for teachers 1. Objective insight into students’ behavior 2. Adapting the learning strategies to students / teachers 3. Quality communication

  16. Thank you!

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