Enhancing Policies on Promoting Gender-inclusive and Equitable Quality STEM in Higher Education. Directions and challenges from a comparative analysis between Italy and China

This explanatory and exploratory PhD study aimed at fostering gender inclusivity, equity, and high-quality higher education focusing on two countries Italy and China. Investigating the directions and gaps pertaining to STEM gender equality higher education policies in Italy and China, the thesis takes advantage of expert interviews to enhance knowledge on policy challenges and educational directions. The policy comparison adopts the framework of Bray and Thomas Cube that focused on three dimensions: geographical location (Europe and Asia: Italy and China); non-geographic population groups (women in STEM HE), and draws upon the Analysis Framework for Mapping Inclusive Education Policies, the aim is to analysis the policies from dimensions of vision, implementation, vulnerability, framework and need. To accomplish these objectives, this thesis employs qualitative research methods alongside thematic analysis to critically evaluate policy documents and expert interview findings. Thematic analysis is employed, facilitated by ATLAS.ti software. The outcomes of this cross-cultural comparison reveal a lack of consistency in policies promoting gender inclusion and equality within STEM higher education in both Italy and China. The gender perspective in educational policies sometimes is missing, and the matter of gender equality within higher education receives insufficient attention. In the future, policies should commence by enhancing the focus on gender inclusivity, equality, and quality within higher education visions. Emphasis should be placed on altering teaching methods to address institutional gender imbalances within higher education. Furthermore, identifying gender equality obstacles within STEM departments through the collection and monitoring of specific data across various majors is imperative. Establishing a long-term action framework for addressing gender equality in higher education is also warranted. Additionally, the establishment of gender equality institutions in department level within higher education institutions are essential steps toward formulating, implementing, and monitoring gender equality matters within higher education.