ABSTRACT
This section advances the discussion on scientific excellence and equality by reflecting on the development of transformative instruments for higher education institutions (HEIs) and showcasing practical tools to mobilise communities, confront resistance, and assess change. The first chapter by Livari et al. explores the potential of co-design as a mechanism for promoting gender equality, drawing on three empirical applications within the RESET project. The use of these approaches to critique the status quo, explore alternative futures, and provoke political and social debate is discussed. In addition, four principles of co-design in gender equality work are defined: creating safe spaces for addressing power dynamics, encouraging criticism and exploration of alternative futures, fostering organic and inclusive participation, and leveraging participatory infrastructure for a sustained social change. These principles align co-design with ethical and political aims of gender equality work, advocating for transformative and long-lasting impacts. In the following chapter, Matias et al. examine the role of GEPs in addressing gender inequalities, describing the design and implementation process of two iterations of GEPs within RESET. A critical perspective on efficiency-based justifications and conservative frameworks is presented to highlight institutional resistance and the challenges of adopting diversity and intersectional approaches. The authors emphasise the need for innovative and adaptive strategies to broaden the equality agenda and meet the evolving needs of academic institutions.
