Advancements in financial system and technology, enlarged individual responsibility for financial decisions, and rapid information expansion, have fundamentally transformed women's need to be functionally literate and financially capable, especially after the COVID-19 pandemic. The personality also has long term implications on financial well-being. The aim of the paper is to study the dominating role of financial attitude, financial awareness & skills, and financial behaviour on financial competence and the moderating role of personality on financial knowledge, financial behaviour, financial attitude, and financial capability. Multi stage stratified random sampling has been used to collect data from 530 urban working women in both the Public and Private sectors, self-employed professionals, and entrepreneurs. Smart-PLS is used by applying Structure Equation Modelling (SEM) to study the moderating role of personality on financial attitude, behaviour, knowledge, and capability. Further the Chi-square test and Tukey test and Kruskal Wallis Test are used to test the hypothesis. The study found that Financial Knowledge of working women with gold personalities influences their financial capability (Beta, 0.578) the most, While, Financial Behaviour is the primary influencer having green (Beta, 0.396) & blue (Beta, 0.638) personalities. Working women having Green Personality are found to be superior with respect to Financial Behaviour, Financial Capability and Financial Knowledge. It is also observed that working women having blue personality characteristics, have comparatively better financial attitude.
Over the last few decades, the Indian higher education sector is witnessing a significant rise in the number of women in faculty positions. However, their career progression in the academic hierarchy appears to be slow. They tend to remain concentrated toward entry-level positions. The present study aims to identify the perceived 'Glass Ceiling' barriers hindering the career advancement of women faculty members at higher education institutions (HEIs). Secondly, this study attempts to find the impact of perceived 'Glass Ceiling' barriers on the career advancement of women faculty members at HEIs. Using a purposive sampling method, responses from 252 women faculty members designated as assistant professors, associate professors, and professors at HEIs of Jaipur City (Rajasthan, India) were collected through a structured questionnaire. Exploratory factor analysis has been applied to identify the 'Glass Ceiling' barriers, followed by a structural equation model using AMOS to study the impact of the barriers on career advancement. The findings of the study exhibit barriers recognized as gender stereotypes, attitudinal aversions, family and organizational factors which create a 'glass ceiling' effect for women and restrict them to rise in their career progression. The identification of multiple barriers offers a substantial contribution to the policymakers of Indian HEIs.
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