Learning outcomes of leader and leadership development: Method of Soft and Female leadership (SFL) empirical framework for driving the gender equality change in Mediterranean Engineering Education

Abstract

The foundation of gender equality was built some decades ago, but higher education institutions are far from achieving it. Perhaps the leadership needs to integrate new narratives for a greater commitment especially in engineering, and new tools for the existing toolbox. This study aims to share the outcomes of soft female leadership framework (SFL) development for gender equality at the RMEI network, entailing the commitment of top-managers from engineering schools, creation of new leaders to lead the change at their institutions, students acting as change-agents, and an active community of practice. The SFL toolbox comprises self-awareness, humanistic care, intuition, creativity, and trust. The transformation of mindset, skillset, and culture entails using Sustainable Development Goals (SDGs), ‘Systemic View of Life’ arguments, and drawing knowledge from organizational learning frameworks, scientific phenomena, and mechanisms, such as a) 4I-Intuiting-Interpreting-Integrating-Institutionalizing organizational learning process starting from intuition to achieve an institutional change; b) ‘Stigmergy’ scientific mechanism of self-organized collective schemes with coordinated actions and interactions, in which the action performed by an agent leaves a trace in the environment that stimulates subsequent actions; c) ‘Spillover’ phenomenon advocating that the behavior of an agent can bring the adoption of related behaviors by other agents. The RMEI gender equality plan (GEP) was evaluated by the HORIZON2020 TARGET project consortium. The SFL excelled as successful in setting goals, articulating a policy that integrates systems approach frameworks, insights from science and technology, innovation, ecology, philosophy, self-awareness, ethics, and values. The Covid-19 pandemic disrupted physical meetings, but the process of change was not ceased at the network because we disrupted the disruption by boosting collaborative knowledge, consolidation and dissemination processes. The SFL framework integrates context, regional, and temporal characteristics, alongside cognitive, affective, and motivational outcomes over behavioral outcomes, new mindsets beyond organizational skills, and collaborative learning over individual learning.