@article{moreno_danowitz_2016, title={Becoming an interdisciplinary scientist: an analysis of students' experiences in three computer science doctoral programmes}, volume={38}, ISSN={["1469-9508"]}, DOI={10.1080/1360080x.2016.1182670}, abstractNote={ABSTRACT The aim of this study was to identify how and why doctoral students do interdisciplinary research. A mixed-methods approach utilising bibliometric analysis of the publications of 195 students identified those who had published interdisciplinary research. This objective measurement of the interdisciplinarity, applying the Rao-Stirling index to Web of Science and Scopus citations, allowed for a comparison of students’ interdisciplinary research outcomes from three different computer science programmes: a traditional programme, a multidisciplinary doctoral school and an interdisciplinary doctoral college. Applying a sociocultural approach, interviews with the 15 most interdisciplinary students were analysed to understand how dispositions and experiences of students and factors of the different programmes affect the circumstances and processes of becoming an interdisciplinary early career scientist. The data indicate that student motivations, previous skills and knowledge interacted with policies and programme structures including type of funding and supervisor expectations to play a crucial role in interdisciplinarity at the doctoral level. These factors can give rise to interdisciplinary research even in programmes without interdisciplinary focus and compromise the interdisciplinary goals of interdisciplinary programmes.}, number={4}, journal={JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT}, author={Moreno, Maria del Carmen Calatrava and Danowitz, Mary Ann}, year={2016}, month={Aug}, pages={448–464} }
 @article{danowitz_2016, title={Power, jobs and bodies: the experiences of becoming a gender scholar in doctoral education}, volume={41}, ISSN={0307-5079 1470-174X}, url={http://dx.doi.org/10.1080/03075079.2016.1147720}, DOI={10.1080/03075079.2016.1147720}, abstractNote={Research suggests that doctoral students' learning and experiences are influenced by their relationships and predominant organizational norms and structures, create gender inequality and discourage or prevent alternative behaviors. However, there is very little empirical information on the nature of doctoral experiences and organizational activities and processes when an academic program focuses on gender. The study reported here approaches learning as a cognitive and social activity to identify and illuminate events and interaction students describe in becoming scholars as they negotiate their roles and relationships in an interdisciplinary program of gender studies in German-speaking Europe. Three dominant themes or factors shaped students’ experiences: (a) power and tensions associated with it, (b) jobs: discovering what was to be done, and when and how to do it to be successful, and (c) bodies: the doing of gender.}, number={5}, journal={Studies in Higher Education}, publisher={Informa UK Limited}, author={Danowitz, Mary Ann}, year={2016}, month={Apr}, pages={847–858} }
 @article{bendl_danowitz_schmidt_2014, title={Recalibrating Management: Feminist Activism to Achieve Equality in an Evolving University}, volume={25}, ISSN={["1467-8551"]}, DOI={10.1111/1467-8551.12008}, abstractNote={In this paper we examine the process of incorporating gender equality into a higher education institution as it evolves into a managerial university. The case illustrates the ongoing processes between structure, activism and features of gender equality, and provides insights into how activists adapt to changes in governance and influence managerial responses to equality. Tracing the interaction of employee activism with new managerialism over nearly two decades, four phases of change are identified. These provide a basis for generating two concepts – managerial recalibration and individual activism – while challenging the social abeyance hypothesis of social movements.}, number={2}, journal={BRITISH JOURNAL OF MANAGEMENT}, author={Bendl, Regine and Danowitz, Mary Ann and Schmidt, Angelika}, year={2014}, month={Apr}, pages={320–334} }
 @book{danowitz_hanappi-egger_mensi-klarbach_2012, title={Diversity in organizations: concepts and practices}, publisher={New York: Palgrave Macmillan}, year={2012} }
 @article{danowitz_tuitt_2011, title={Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective}, volume={44}, ISSN={1066-5684 1547-3457}, url={http://dx.doi.org/10.1080/10665684.2011.539474}, DOI={10.1080/10665684.2011.539474}, abstractNote={The purpose of this article is to describe a curricular change process used to incorporate inclusivity and diversity in a Higher Education Ph.D. program. The efforts of faculty members and students to practice engaged pedagogy as advocated by bell hooks are also described. Accounts from two agents, a professor and assistant professor working in the graduate program, of the re-envisioning and development processes focus on three types of changes: strategic administrative actions, curricular change, and pedagogical change. The authors use critical race and feminist perspectives and personal narratives to describe their experiences and how these led to incorporating radical and transformative perspectives in the classroom as they worked collaboratively with students to recognize various kinds of racism, sexism, and inequalities in their lives at the university and in society. Students were supported to find dissertation methodologies and topics consistent with their values.}, number={1}, journal={Equity & Excellence in Education}, publisher={Informa UK Limited}, author={Danowitz, Mary Ann and Tuitt, Frank}, year={2011}, month={Feb}, pages={40–56} }