ABSTRACT
The issue of gender equality and diversity in universities has been widely discussed within the last few years by feminist scholars, academic practitioners, and educators. However, there are still many areas to improve, especially in those HEIs where gender equality is not recognised institutionally and scholarly, and there are no stable mechanisms to enforce it.
Raising awareness of equality and diversity in higher education requires reaching out to various groups of stakeholders who have different levels of knowledge, experience, and beliefs about how diversity and gender equality should be achieved in the academic context. In addition, it may be difficult to develop a common GE training framework for diversified groups of stakeholders with specific characteristics as they may have different levels of understanding, scopes of responsibility, and needs that should be met in order for GE to be embodied in higher education institutions.
Therefore, tailoring educational tools, methods, and theoretical approaches and models to these different needs and expectations seems reasonable and necessary if we want to gain significant results, that is, changes in behaviour and institutional culture.
The aim of this chapter is to offer an inclusive proposal of gender education for different stakeholders, considering various teaching forms and methods. Bloom’s Taxonomy Pyramid will be the point of departure for working out a theoretical framework for the implementation of gender equality training for different stakeholders and its embedment in university structures as an element of managing organisational processes. The chapter will use the training toolbox designed within the RESET project as an illustration of how the diversified expectations of stakeholders can be addressed and satisfied.
