Abstract
abstract This article outlines the findings of a SHEFC‐funded project aimed at redressing the gender imbalance within science, engineering and technology (SET) subjects in higher education (HE). A review is presented of women's current career positions in SET at various levels within HE and explanations of the gender discrepancy provided. The article compares this gender discrepancy amongst SET employees in HE with the SET situation outwith HE, offering a gradated theoretical framework for understanding the barriers facing women and the potential routes and solutions to overcoming these problems. This article concludes with a discussion of ‘effective’ strategies for overcoming these problems, raises issues concerning measuring the effectiveness of such strategies and considers how the resultant recommendations from this study are reflected in the Dearing Report.
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