Academic Expertise as a Visibility Factor of University Teachers: A Gender Perspective Study

This article forms part of a research study aimed at defining academic visibility from a gender perspective. A theoretical model based on three variables is considered: participation, expertise and power as manifested through the three academic functions of teaching, research and management. Specific results regarding academic expertise as a component of visibility are provided. A qualitative methodology based on in-depth interviews of 22 faculty members from two universities in Spain was used. The main findings show that academic expertise constitutes a visibility factor for teaching faculty and has important implications for the academic development of female teachers. The results reveal that expertise is a factor of academic visibility. From the gender perspective, having expertise enhances prestige in research, but does not contribute to narrowing the gender gap between academic achievements at the university level.