From gender studies to the study on gender in higher education in Portugal: balances, challenges and good practices

February 3, 2023, 09h30

Room T2, Department of Architecture of the University of Coimbra

Bio notes

Keynote Speakers

Rachel Palmén, Internet Interdisciplinary Institute (IN3), Universitat Oberta de Catalunya (UOC), Barcelona, Espanha.

Integrates the Gender and ICT research program. Her current research interests include gender and science – specifically looking at the implementation of Gender Equality Plans. She has participated in various European projects, FP7 and H2020, on gender and science, developing tools for the evaluation and exchange of practices, as well as tools for designing, implementing and evaluating equality plans, contributing to develop a framework for promoting gender equality in research and innovation. Currently, she leads the Horizon 2020 project INSPIRE: European Centre of Excellence for Inclusive aimed at providing thought leadership and direction in the design, implementation, and evaluation of inclusive Gender Equality Plans (GEPs) from an intersectional perspective across Europe (

Latest publications:

Kalpazidou Schmidt, E. [Evanthia], Palmén, R. [Rachel], & Bührer, S. [Susanne] (2022). Policy-making and evaluation of gender equality programmes: Context, power, and resistance in the transformation process. Science and Public Policy, scac064.

Palmén, R. [Rachel], & Müller, J. [Jörg] (Eds.). (2022). A Community of Practice Approach to Improving Gender Equality in Research (1st ed.). Routledge.

Wroblewski, A. [Angela] & Palmén. R. [Rachel] (Eds.) (2022). Overcoming the Challenge of Structural Change in Research Organisations – A Reflexive Approach to Gender Equality. Emerald Publishing Limited.

Buehrer, S. [Susanne], Kalpazidou Schmidt, E. [Evanthia], Rigler, D. [Dorottya], & Palmen, R. [Rachel]. (2021). How to Implement Context-Sensitive Evaluation Approaches in Countries with still Emerging Evaluation Cultures. Public Policy and Administration, 20(3), 368-381.

O’Connor, P. [Pat], Hodgins, M. [Margaret], Woods, D. R. [Dorian R.], Wallwaey, E. [Elisa], Palmen, R. [Rachel], Van Den Brink, M. [Marieke], & Schmidt, E. K. [Evanthia K.]. (2021). Organisational Characteristics That Facilitate Gender-Based Violence and Harassment in Higher Education? Administrative Sciences11(4), 138.

Palmén, R., Arroyo, L., Müller, J., Reidl, S., Caprile, M., & Unger, M. (2020) Integrating the Gender Dimension in Teaching, Research Content & Knowledge and Technology Transfer: Validating the EFFORTI Evaluation Framework through three Case Studies in Europe, Special Issue Evaluation Program & Planning, Vol. 79.

Palmén, R., & Kalpazidou Schmidt, E. (2019) Analysing facilitating and hindering factors for implementing gender equality interventions in R&I: Structures and Processes, Evaluation & Program Planning, Vol. 77.


Mai Skovgaard, Programme Specialist on Gender at INASP - Research and knowledge at the heart of development, Oxford, UK

Mai Skovgaard works as a Programme Specialist on Gender at INASP. INASP supports Southern individuals and institutions to produce, share and use research and knowledge, which can transform lives. Mai’s focus is on gender-responsive programming and pedagogy as well as individual and organizational capacity building. She is an experienced project manager, facilitator, and trainer. Mai managed the Transforming Employability for Social Change in East Africa (TESCEA) project, which supported universities, industries, communities, and government to work together to create an improved learning experience for students – both women and men – focusing on teaching for critical thinking and problem-solving. Mai co-designed TESCEA’s approach to gender-responsive pedagogy and has subsequently overseen the delivery of this approach to 594 lecturers in East and West Africa. Since 2022 she has been managing the Global Platforms for Equitable Knowledge Ecosystems (GPEKE) project. Mai has a Master’s in International Studies from the Aarhus University in Denmark.

Latest publications:

Skovgaard, M. and Chapin, J. (2021). Gender-responsive teaching improves learning outcomes for both women and men. Oxford: INASP

Muchungi, K. et al (2021). Transformative Learning Toolkit. Oxford: INASP

Omingo, M. et al (2021). Course Redesign Toolkit. Oxford: INASP

Chapin, J. et al (2020). Integrating Gender Responsive Pedagogy into Higher Education: Our Approach. Oxford: INASP

Skovgaard, M. (2020). How to make university classes more gender responsive. Oxford: INASP