Dr Sue Thomson is the Deputy CEO (Research) for the Australian Council for Educational Research (ACER). Her research is in the area of analysis and reporting of large-scale and longitudinal data sets, with a focus on gender and socioeconomic equity. She provides senior leadership at ACER for about 80 research staff in a range of educational research areas from early childhood to adult education and all points in between.
In her 21 years at ACER Sue has been involved in a wide variety of projects, including as co-investigator on the ARC funded Australian Child Wellbeing Project, and a Chief Investigator for the Science of Learning Research Centre, a Special Initiative of the Australian Research Council. Currently she is the National Project Manager for Australia for the OECD’s Programme for International Student Assessment (PISA) and the National Research Coordinator for the IEA Trends in International Mathematics and Science Study (TIMSS) and the IEA Progress in International reading Literacy (PIRLS), and the International Project Manager for the OECD’s Study on Social and Emotional Skills. She has published widely on findings from these studies, including translational pieces on the outcomes of education and equity issues in the provision of education in Australia.
Keynote abstract: While the 20th century saw women stride ahead in their participation in education and the workforce, there are still gender differences apparent in some areas. In particular, females do not enrol in higher mathematics, science or ICT, or move into STEM-based careers to the same extent as males. For example, while the number of people employed as ICT specialists in the EU grew by 36% during the period from 2007 to 2017 (more than 10 times higher than the corresponding increase of 3.2% for total employment), the proportion of women employed in these fields has stagnated. This presentation will address three broad areas that may hold females back from participation in these subjects in school and in entering STEM careers: 1. whether men are better at maths, science, ICT than women; 2. perceived ability – self-confidence and self-efficacy; and 3. cultural beliefs.
Professor Ana Deletic is Pro Vice-Chancellor (Research) at the University of New South Wales, Sydney (UNSW). Until mid-2017 Ana was Associate Dean of Research Engineering Faculty and the Founding Director of Monash Infrastructure research institute at Monash University.
Ana leads a large research group that is working on multi-disciplinary urban water issue focusing on stormwater management and socio-technical modelling. Earlier she led the development of a number of green nature-based water treatment systems which are now widely adopted in Australia and abroad. Ana is a Fellow of Engineers Australia and the Australian Academy of Technological Sciences and Engineering (ATSE), and Editor of Water Research. In 2012, the Victorian State Government awarded Ana the Victoria Prize for Science and Innovation (Physical Sciences) for her lifelong achievements in stormwater research. In December 2019, Professor Deletic was named Honorary Fellow of Engineers Australia.
Keynote abstract: The participation of women in engineering practice is one of the lowest of all the professions. This is mirrored by the low participation of women in undergraduate and postgraduate engineering studies, but it is particularly evident in the teaching and research staff of engineering faculties at universities across Australia. This talk will outline the key issues that result in low rates for women lecturers and researchers, discuss why we are still facing this problem, and propose some actions that can help us to overcome barriers to greater participation.
Mustafa F. Özbilgin is Professor of Organisational Behaviour at Brunel Business School, London. He is also Co-Chaire Management et Diversité at Université Paris Dauphine, as well as Visiting Professor of Management at Koç University in Istanbul. His research focuses on equality, diversity and inclusion at work from comparative and relational perspectives. His empirically grounded field studies in the UK and internationally are supported by international and national grants from the ESRC, EU, CIPD, ACE, ACCA, British Academy among others. His work has a focus on changing policy and practice in equality and diversity at work. He is an engaged scholar, driven by values of workplace democracy, equality for all, and humanisation of work.
He is serving as the editor-in-chief of the European Management Review (EMR), the official journal of the European Academy of Management (EURAM) since 2014. He has authored and edited 18 books and published over 200 papers in academic journals such as the Academy of Management Review, Academy of Management Learning and Education, British Journal of Management, Journal of Vocational Behavior, Human Resource Management, Human Relations, Gender Work and Organization, and Social Science and Medicine among others.
He has done research, consultancy and training at a large number of organisations including the House of Commons, Barclays Bank, The Bank West Australia, Halifax, the CIPD, the National Health Service, the NHS Employers, Tesco, the Probation Services, The UK Fire Service, the Economist Research Unit, the OECD, the WRVS, DTI, Rio Tinto, PwC, Linklaters and ACCA. He served as the editor-in-chief of the British Journal of Management, the official journal of the British Academy of Management, for four years from 2010 to 2014, and holds multiple editorial roles.
Keynote abstract: Atypical leaders are those coming from disenfranchised, underrepresented, excluded, and nontraditional sociodemographic backgrounds (Samdanis & Özbilgin, 2019). Women, minority ethnic, working class, LGBTIQ+, young, and disabled leaders are mostly considered atypical in STEM leadership. Because of their often pioneering presence in leadership positions, atypical leaders, such as women leaders in STEM, are often heralded as signs of progress towards wider equality and fair representation. However, change in leadership demography does not automatically translate into leadership support for equality. I explore the curious role atypical leaders play to demonstrate how atypicality presents a dual structure in terms of leadership support for diversity and inclusion at work, and a gradual change in their politics of identity as they join the STEM elite of non-diverse and prototypical backgrounds.
Jacquelynne S. Eccles is Distinguished Professor of Education at UC-Irvine and formerly the McKeachie/Pintrich Distinguished University Professor of Psychology and Education at the University of Michigan, and Senior Research Scientist and Director of the Gender and Achievement Research Program at the Institute for Social Research at the University of Michigan.
Over the past 30 years, Professor Eccles has conducted research on topics including gender-role socialization, teacher expectancies, classroom influences on student motivation, and social development in the family and school context. One of the leading developmental scientists of her generation, she has made seminal contributions to the study of achievement-related decisions and development. Most notably, her expectancy-value theory of motivation and her concept of stage-environment have served as perhaps the most dominant models of achievement during the school years, contributing to extensive research and reform efforts to improve the nature of secondary school transitions. Professor Eccles also has been a major figure in the study of after-school activities, authoring a seminal National Research Council report that outlined the most effective ways for such activities to meet the developmental needs of adolescents.