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TASHBEEK

Funder

British Council-Going Global Partnerships 

Value

£30,800 (total) 
£24,996 (from British Council)   

Coventry University Project Team

Dr Rami Ayoubi (PI), GLEA 
Prof Deanne Clouder (CoI, GLEA
Prof Megan Crawford (CoI), GLEA 

Collaborators

Prof Rasha Abd El Aziz Youssef (PI), AASTMT 
Dr Nourhan Hamdi (CoI), AASTMT 
Dr Miran Ismail (CoI), AASTMT 

Partners

AASTMT, Egypt  

Duration

1 January 2024-31 January 2025


Project Objectives

In TASHBEEK, we aim to establish female academic networks as a pathway for better addressing and managing women under-representation in senior leadership ranks in the Egyptian higher education sector. Our objective is to transition from TAMKEEN, which translates to 'empowerment' in Arabic, to TASHBEEK, which translates to 'networking.' In TASHBEEK, we aim to sustain the achievements of TAMKEEN by focusing on five key objectives/actions: Firstly, shedding light on the challenges linked to the under-representation of women in senior leadership roles in Egypt. Secondly, recognising networks as a vital solution to the issue of under-representation. Thirdly, developing and planning for the establishment of a real network for female academic leaders in Egypt. Fourthly, establishing the network, its system, activities for female academic leaders in Egypt. Fifthly, disseminating change through policies and governmental support to address and manage the under-representation of women in senior leadership positions more effectively. 

Impact Statement

TASHBEEK has the potential to significantly contribute to both economic development and social welfare in Egypt through several interconnected mechanisms:

  • Knowledge sharing and collaboration (in relation to activities 1, 2, 3, 5, 6, 7, 8, and 11): TASHBEEK provides a platform for female academic leaders to share their expertise, experiences, and insights. At the macro level, this exchange of knowledge can enhance the communication for better addressing and managing women’s under-representation in senior leadership positions in the sector. At the micro level, TASHBEEK improves teaching methodologies, innovative research collaborations, and the development of new educational programmes. Enhanced academic quality and research output contribute to a more knowledgeable workforce and a better-educated population, which in turn fuels economic growth and societal advancement.
  • Role models and mentoring (in relation to activities 3 and 9): Female academic leaders within TASHBEEK serve as powerful role models for aspiring female scholars. Their success stories inspire and motivate early career generations to pursue education and professional careers. Moreover, mentorship opportunities within these networks can provide guidance and support, helping women overcome barriers and challenges in their academic and professional journeys.
  • Capacity building and skill enhancement (in relation to activities 5, 6, 7, 8, 9 and 11): Through TASHBEEK activities, female academic leaders can access professional development opportunities, workshops, and training sessions. This enables them to enhance their leadership skills, research capabilities, and pedagogical techniques. As these leaders elevate their competencies, they contribute to higher academic standards, improved teaching methodologies, and a more robust research environment.
  • Advocacy and policy influence (in relation to activities 1, 5, 6, 8, 9, 11, 12, 13, 14, 15, and 16): Well-connected networks of female academic leaders through TASHBEEK can advocate for policies that promote gender equality in occupying senior leadership positions in the sector. By collectively voicing their perspectives and needs, networks resulting from TASHBEEK can influence decision-makers to implement policies that support women's participation and advancement towards higher ranks. Such advocacy contributes to the creation of a more inclusive and equitable educational landscape.
  • Entrepreneurship and innovation (in relation to activities 9, 11, 12, and 13): Networking through TASHBEEK project can foster collaborations between academia, industry, and government. Female academic leaders can initiate partnerships that lead to research projects, technology transfer, and entrepreneurship opportunities. This collaborative environment encourages the development of innovative solutions and the commercialisation of research findings, fostering economic growth and job creation.
  • Community engagement and social impact (in relation to activities 1, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15 and 16): TASHBEEK outcomes will enable female academic leaders in the future to engage with local communities through research, outreach, and community service initiatives. Networking amplifies the impact of these activities, addressing societal challenges and contributing to community development. This engagement not only enhances social welfare but also establishes academia as a resource for positive change.
  • Diverse perspectives and inclusive curriculum (in relation to all activities in the long term): Networks of female academic leaders resulting from TASHBEEK can advocate for a curriculum that incorporates diverse perspectives and inclusive content in the future. This results in a more comprehensive and culturally sensitive education that prepares students to be global citizens. Graduates with such skills are better equipped to contribute meaningfully to society and the economy.

In summary, TASHBEEK will contribute towards creating networks for female academic leaders in Egypt to enrich education, research, and innovation ecosystems. The combined effect of improved academic quality, enhanced mentorship, policy advocacy, and community engagement contributes to economic growth and social well-being by nurturing a more educated, skilled, and empowered populace.

List of outputs/outcomes

The project aims at achieving the following immediate outcomes:

  • Acknowledging the imperative of providing support for female leadership within the sector.
  • Increase in women in leadership positions in tertiary education.
  • Increased awareness and recognised value of women in tertiary education.
  • Fostering increased self-confidence and agency among female academics.
  • Promoting peer-to-peer transnational education (TNE) collaborations to enhance the strategic content and context of TNE initiatives.
  • Cultivating a culture of best practice by recognising the contributions of proactive and dedicated female academic leaders who have made a significant impact on the sector.
  • Creating a positive work environment within the sector to strengthen the promotion of gender equality, diversity, and justice.
  • Advocating for an improved legal and policy framework that upholds gender equality.
  • Empowering female academics and leaders to develop international perspectives and networks.
  • Facilitating women's active participation in political, social, and economic spheres.
  • Encouraging female academics to pursue more strategic and senior leadership roles within the sector.
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