Progress and challenges of gender mainstreaming in Spanish university cooperation for international development: the technical staff’s viewpoints

Abstract

Purpose

Considering the critical role of higher education institutions in the advancement of the 2030 Agenda, this paper aims to analyse the incorporation of the gender perspective (Sustainable Development Goal 5) in the University Cooperation for International Development.

Design/methodology/approach

Following a qualitative methodological strategy, this paper identifies the potentialities and challenges of this perspective from the point of view of the technical staff of the cooperation units of seven Spanish universities.

Findings

Results show a strong intention to incorporate gender principles, in accordance with the SDGs framework. However, the findings also point to certain divergences in the forms of understanding and implementing gender equality in practice. Finally, this paper uncovers a variety of strategies to navigate the resistances, still existing in the university community.

Originality/value

Spain is orienting the legal framework of its cooperation and international relations towards the ambitious horizon of a feminist foreign policy. Universities are key actors in international development cooperation and the implementation of the SDGs. This is an issue that has received little research attention, particularly from a gender perspective.