Respect@Uni: A feminist insider perspective on respect-based culture change in higher education

ABSTRACT

This article provides feminist insider perspectives on the development and delivery of an innovative respect-based sexual assault and sexual harassment (SASH) prevention initiative in higher education. The initiative is designed specifically to address risk factors in graduate research. It is one of the first of its kind world-wide. Respect and cognate, moderate feminist, concepts are increasingly prevalent as oblique, or stealth, approaches to gender equality in contexts in which doing so openly may be counterproductive. The respect-based initiative examined here addresses the various risk factors that distinguish graduate research from undergraduate education, particularly power imbalances. Adopting a feminist reflective practice methodology, we provide an insider perspective into the multi-layered processes involved in enabling and undertaking institution-wide culture change of this kind. Our critical reflections focus on the stealth approaches adopted during design and delivery, highlighting resistance and receptivity to the initiative and how these were either countered or harnessed. The article provides both practical and theoretical insights into the advantages and limitations of respect-based culture-change. Most notably, it contributes to enhanced understanding of what works in practice, for which there is an urgent need.

KEYWORDS:

• Gender and higher education
• respect
• research training
• sexual assault and sexual harassment (SASH)
• stealth feminism
• organisational development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Robyn Barnacle

Robyn Barnacle is Associate Professor in the School of Graduate Research at RMIT University, Melbourne Australia. She is a research education specialist, leading research education and supervisor training activities across the University. Robyn’s research is both conceptual and empirical, focusing on doctoral education, policy and practice and she publishes widely on these topics.

Denise Cuthbert

Denise Cuthbert has an education in the humanities and has worked across several fields in the humanities and social sciences. She has published on a range of topics related to women and children, and on higher education policy and practice including doctoral education. Her high education research appears in a range of journals including Higher Education, Studies in Higher Education and Higher Education Quarterly. Her day job is Associate Deputy Vice-Chancellor, Research Training and Development, providing oversight of the graduate research programs, both Master by Research and PhDs, at RMIT University, Melbourne.

Ali Hall

Ali Hall Workforce Learning Designer within Organisational Development at RMIT University, Melbourne Australia. She has wide ranging experience leading end-to-end development and implementation of socially impactful projects and programs within the public, private and not-for-profit sectors, within Australia and Canada.

Leul Tadesse Sidelil

Leul Tadesse Sidelil is has recently completed a PhD and is currently a research assistant in the School of Graduate Research, RMIT University, Melbourne Australia. His research interests include higher education policy, equity, social justice, with a particular focus on Ethiopia, and he has numerous publications on this work.