Mapping and engaging university partners on gender in food, land and water systems

Addressing gender inequalities in food, land and water systems (FLWS) is crucial
because these inequalities have a tangible effect on food security, economic
development and social equity. The CGIAR Gender Equality and Social Inclusion leads
strategic, innovative research to advance gender equality, opportunities for youth, and
social inclusion within FLWS. It works with CGIAR Science Programs and Accelerators
and external partners, such as universities across the world, to achieve its objectives.
Strengthening existing and establishing new partnerships with universities—such as
through knowledge exchange, joint research, capacity sharing and policy influence—is
critical to generating quality gender research; leveraging global expertise, networks
and ongoing initiatives; and achieving desired change in FLWS.
This report provides the results of a study in which we mapped and engaged some of
CGIAR’s university partners working on gender in FLWS across four regions: Africa,
Europe, Asia and Latin America. Engagement was based on availability. The study aimed
to determine priority areas for capacity sharing, key themes, methodological challenges
and opportunities for interdisciplinary research that address gender dynamics in FLWS.
A total of 14 faculty members from 13 universities participated in the study. These
institutions comprised four universities from Africa, five in Latin America, four in Asia,
and one in Europe. Universities were selected purposively for being longstanding
partners of CGIAR in gender research, and because of their demonstrated institutional
interest or potential for contributing to gender integration in FLWS research. Data were
collected via an online survey featuring open-ended questions, and key informant
interviews conducted virtually using Microsoft Teams in 2024.
Results show regional variability in integrating gender dimensions in FLWS research
across the universities that participated in the study. There is minimal integration of
gender in the educational and research programs of the selected African universities.
Participant universities in Asia and Latin America demonstrate increasing attention to
the systematic integration of gender in academia and research, and the European
university that participated in the study had a long history in gender studies and in
integrating gender perspective and methodologies into its FLWS research.
Aside from the European university, the participating universities face persistent
institutional and structural challenges that hinder how gender is integrated in their
academic and research programs. Although some of the participant universities in
Africa have a dedicated school or center focusing on gender, most do not have
dedicated gender-studies departments, and their institutional leadership reportedly
shows limited commitment to and prioritization of gender. Similar institutional
challenges, such as fragmented leadership commitment and weak departmental
mandates for this work, are also reported in Latin American universities, where gender
initiatives often rely on individual efforts or external funding rather than being
institutionally embedded. In contrast, some Asian universities report more structured
gender initiatives, though these too face challenges in curriculum integration and
sustainability. Only the European university reported a comprehensive and sustainable
institutional framework for gender research and teaching.
Across participant universities, there is a shortage of qualified gender experts among
staff. Universities are struggling to align traditional academic structures with modern
gender-responsive research needs that are critical to research and teaching on FLWS.
Institutional challenges are further compounded by funding constraints that limit the
development of specialized research initiatives and investments in capacity building for
faculty members. This challenge is compounded by limited training of faculty members
in gender-responsive methodologies —particularly those in agriculture departments—
and constrained capacity to develop competitive proposals that attract adequate and
consistent funding for gender research in FLWS.
The participants we interviewed considered that strategic partnerships and
collaborations—both within and across national boundaries—are critical for addressing
existing challenges and advancing gender integration in FLWS. Specifically, participants
indicated that collaborations with universities in the global North and with CGIAR
Centers have proven essential in facilitating knowledge exchange and increasing
research capacity. All participants agree that robust support for students—such as
through mentorship, internships, co-supervision arrangements, placements, and
sandwich programs (e.g., programs incorporating significant practical work experience
or programs undertaken partly abroad)—is critical for nurturing the next generation of
gender-focused FLWS researchers. Co-supervision of graduate students, especially
through collaborations with gender-focused departments or international research
institutions, was noted as an important channel for capacity building. It enables
students to incorporate gender perspectives into their FLWS research and fosters
institutional learning through shared supervision practices.
Across universities, participants consider robust interventions that institutionalize
gender research programs at universities in the global South, and capacity building to
develop local expertise in gender research, are needed to integrate gender theories
and methodologies into academic training, equip faculty members with skills to
conduct rigorous gender research, and attract funding to support gender research in
FLWS. Existing partnerships and new collaborations among universities, CGIAR Centers,
NGOs, local organizations (of farmers, etc.), and government departments can help
achieve this. Participants believed that collaborations with CGIAR Centers focusing on
gender-responsive FLWS research and curriculum development would provide
opportunities to advance gender research and develop a pipeline of gender researchers
at the university level.

Nchanji, E.; Robinson, T.; Lutomia, C.; Elias, M.