Insight into the Organizational Culture and Challenges Faced by Women STEM Leaders in Africa

A scoping review on what constitutes a good research culture

Background

The crisis in research culture is well documented, covering issues such as a tendency for quantity over quality, unhealthy competitive environments, and assessment based on publications, journal prestige and funding. In response, research institutions need to assess their own practices to promote and advocate for change in the current research ecosystem. The purpose of the scoping review was to explore ' What does the evidence say about the 'problem' with 'poor' research culture, what are the benefits of 'good' research culture, and what does 'good' look like?'

Aims

To examine the peer-reviewed and grey literature to explore the interplay between research culture, open research, career paths, recognition and rewards, and equality, diversity, and inclusion, as part of a larger programme of activity for a research institution.

Methods

A scoping review was undertaken. Six databases were searched along with grey literature. Eligible literature had relevance to academic research institutions, addressed research culture, and were published between January 2017 to May 2022. Evidence was mapped and themed to specific categories. The search strategy, screening and analysis took place between April-May 2022.

Results

1666 titles and abstracts, and 924 full text articles were assessed for eligibility. Of these, 253 articles met the eligibility criteria for inclusion. A purposive sampling of relevant websites was drawn from to complement the review, resulting in 102 records included in the review. Key areas for consideration were identified across the four themes of job security, wellbeing and equality of opportunity, teamwork and interdisciplinary, and research quality and accountability.

Conclusions

There are opportunities for research institutions to improve their own practice, however institutional solutions cannot act in isolation. Research institutions and research funders need to work together to build a more sustainable and inclusive research culture that is diverse in nature and supports individuals' well-being, career progression and performance.

Saudi women STEM pioneers: penetrating the mud ceiling

Although researchers actively study women's experiences in STEM fields, few do so from women's perspective. We thematically analyzed life narrative semi-structured interview data (46-item open-ended instrument, 90-120 Min) from eight STEM pioneering Saudi Arabian women careerists (mathematics, medicine, and biology) (convenience sample summer 2023). The objective was to glean their insights to discern self-reported influences (internal and external), struggles, and challenges in launching and advancing their careers. The extremely accomplished participants (all married, most with children) averaged age 65+, had 40+ years of experience and came from the three largest Saudi provinces. Important factors influencing choosing STEM included personality traits (e.g., deep desire to academically succeed; problem focused); secondary school peer/academic learning experiences; and male family member support, especially fathers. Struggles and challenges (often viewed as opportunities) included the mud (not glass) ceiling; male colleagues' harsh, prejudiced treatment; and unsupportive administration. Participants were research driven and willing to relocate, re-educate, and change direction to establish and advance their careers. Implications for future research and policy initiatives are woven into the discussion and recommendations.

Is it transformation or reform? The lived experiences of African women doctoral students in STEM disciplines in South African universities

Science, Technology, Engineering and Mathematics (STEM) fields have historically been disciplines dominated by white men. The colonial ideology designated Africans as subhuman, inferior intellectually, socially, and culturally to the white masculine norm in STEM disciplines. STEM education and careers were thus constructed to attract white, heterosexual, middle-to-upper class, Christian, able-bodied men. This positioning ensured that STEM environments remained inhospitable to anyone whose identity was outside the constructed somatic norm. The calls and imperatives to transform notwithstanding, the transformation process in STEM disciplines is moving at a snail-like pace. This article argues that what is occurring in STEM disciplines in South African universities is reform not transformation. It is underpinned by the intersectional theory within the qualitative paradigm. Seventy-three African doctoral and postdoctoral women students in STEM were interviewed from five South African universities. The findings highlighted how African women in STEM face challenges based on their racial and gendered identities and that what is presented as transformation is still oppressive to them. The study also found that equity through access to education in democratic South Africa does not equate to transformation. The argument presented is that despite existing policies and initiatives in South African universities to transform, the demographic inclusion of African, female staff and students does not necessarily equate to transforming the STEM environment. What needs to occur is a shift beyond reform and towards transformation through the use of strategic inventions which dismantle the racist, sexist, classist, and xenophobic ideology that permeates these environments.