Publications

The EQUATION project (2022–2025) has made a significant and lasting contribution to advancing gender equality in higher education institutions (HEIs), particularly in the fields of management and business education. By embedding gender-sensitive practices into both institutional governance and accreditation systems, EQUATION has addressed long-standing structural barriers that hinder equal participation, recognition, and progression of women and underrepresented groups within academia.

Guided by the principles of Sustainable Development Goal 5 (SDG5) and aligned with the Erasmus+ cross-cutting priorities on inclusion and equity, the project developed a robust set of tools, strategies, and learning formats aimed at institutional and systemic transformation. EQUATION responded directly to the gender mainstreaming priorities of the European Research Area, the Horizon Europe GEP criteria, and the growing need to integrate diversity and inclusion principles into accreditation standards.

Across its four work packages, EQUATION delivered impressive results. The project produced and piloted four Gender Equality Implementation Plans (GEPs), co-developed with the partner institutions—IEDC-Bled School of Management, WSB University, Vistula University, and Riga Technical University. These GEPs were based on over 480 survey responses from academic, administrative, and student populations, analyzed and contextualized to reflect institutional realities. In parallel, EQUATION created a comprehensive set of Guidelines for Accreditation Institutions to Assess Gender Equality, featuring diversity-focused accreditation criteria and a practical assessment framework. These outputs were reinforced through two Learning, Teaching, and Training (LTT) programs that equipped 22 senior leaders and accreditation evaluators with the tools to drive change in their institutions and evaluation practices.

The project’s impact extended well beyond its consortium. The EQUATION framework was shared with national accreditation bodies (such as NAKVIS, Polish Accreditation Committee) and international networks, including INQAAHE, ENQA, AMBA, AACSB, EFMD, and AABS, through CEEMAN’s active role on the EQUAL Network Board. While these organizations were not formal project partners, they formally received the Guidelines, acknowledged their relevance, and engaged in strategic dialogue around their integration.

Dissemination was a core strength of EQUATION. Through its dedicated website https://be-equal.eu, institutional channels, LinkedIn, YouTube, and newsletters, the project ensured high visibility and continuous communication with stakeholders. Highlights included a major dissemination event in Bled on March 4, 2025, which brought together 65 participants from 26 countries, and the CEEMAN Annual Conference in 2024, where over 120 higher education leaders engaged with EQUATION’s results and tools. Project outputs were also featured in a special edition of WSB’s science magazine and submitted to the Erasmus+ Results Platform to support continued access and replication.

Sustainability has been built into every aspect of EQUATION. Partner HEIs have formally committed to annual reviews of their GEPs and integration of gender equality actions into institutional governance and HR policies. CEEMAN has initiated formal discussions within its IQA Accreditation Committee and CEEMAN Board to incorporate EQUATION’s diversity and gender equality criteria into its evolving quality assurance framework. Additionally, a community of practice ensured the continuation of peer learning through follow-up webinars and workshops.

EQUATION has not only delivered on its objectives—it has shifted the conversation. By placing gender equality at the center of accreditation and institutional quality processes, and by building strong, scalable tools for implementation, the project has laid a foundation for structural change that will outlast its formal end. With strong institutional ownership, cross-sector collaboration, and growing international interest, EQUATION is poised to serve as a catalyst for long-term transformation in the governance of higher education.