Gender issues in management education: a new teaching resource

Smith, Catherine R.

doi:10.1108/09649429710171136

Cited by 24 publications

(23 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Indeed, completing a management degree is often a precursor to women progressing in management (Roberts & Karambayya, 2017). Yet, management education programs demonstrate a predominantly masculine institutional culture (Sinclair as cited in Smith, 1997) that draws on historical assumptions about gender that constrain what men and women can achieve (Williams as cited in Apple & King, 1983). By extension, the implicit underpinnings of management education are typically associated with hard, masculine characteristics: fewer management education programs incorporate the softer interpersonal and social competencies typically associated with women (Lämsä & Savela, 2014).…”

Section: Gender and Management Educationmentioning

confidence: 99%

Invisible or Clichéd: How Are Women Represented in Business Cases?

Sharen¹,

McGowan

2018

Journal of Management Education

View full text Add to dashboard Cite

Women represent just under 50% of undergraduate business graduates and 36% of MBA graduates. Despite their strong presence in management education programs, women are noticeably absent from business case studies-a key pedagogical tool for instruction within management education programs worldwide. While case studies inform students about business processes, decision making, strategy, and leadership and management challenges, they also promote unintentional learning about gender. We argue that case studies contain a "hidden curriculum" that presents and reinforces implicit assumptions and stereotypes about women's fitness to lead. Using NVivo 11 software to analyze the content of written cases, we examine the presence, absence, and representation of female and male protagonists in a sample of business cases published by a large business school case publisher. The findings offer comparative insights into the proportion of cases featuring female protagonists, the representation of women and men in leadership roles, and the characterizations of the female and male protagonists.Women protagonists were absent in over 80% of cases, and when present, were portrayed as less visionary, risk-taking, agentic, certain, and more emotional, cautious, quality and detail oriented than men.

show abstract

Section: Gender and Management Educationmentioning

confidence: 99%

Invisible or Clichéd: How Are Women Represented in Business Cases?

Sharen¹,

McGowan

2018

Journal of Management Education

View full text Add to dashboard Cite

show abstract

“…This has a direct impact on the student learning experience where in teaching, learning and development, regardless of gender, lecturers may perceive management/managers as male or gender neutral. Smith (1997) referred Hite and McDonald (1995) to illustrate the impact of this perception and comments that a low level of gender diversity awareness among educators and learners can cause tensions in personal interactions and classroom settings, resulting in embarrassment and discomfort for the individuals affected and it can pejoratively influence the assessment of learner competence by educators.…”

Section: Gendered Management Educationmentioning

confidence: 99%

Unlearning gender blindness: new directions in management education

Mavin

Bryans

Waring

2004

Management Decision

View full text Add to dashboard Cite

This paper argues that business and management schools continue to operate a gender blind approach (or at best gender neutral) to management education, management research and the development of management theory. This echoes a pattern repeated in the practice of management, which closes down and inhibits opportunities for management to be "done differently" and for organisations to be different. Reflecting on the author's experiences within two business schools and on their empirical research carried out over six years, the paper provides substantive arguments for the authors' position relating to the masculine nature of management, the place of academic women in management, the male dominated processes of management education and management research and the need to place gender on the agenda in management education. The paper concludes with a call for an "unlearning" and a "rethinking" of gender blind management education and provides some examples of how this might be achieved.

show abstract

“…Smith (1997) suggests that there is a masculine bias in management education, which disadvantages both female and male learners and which may discourage managers from capitalising on gender diversity in the workplace. I felt I needed peer support.…”

Section: Managing Higher Education-placing Women Academics On the Agendamentioning

confidence: 99%

Academic Women in the UK: Mainstreaming our experiences and networking for action

Mavin¹,

Bryans²

2002

Gender and Education

View full text Add to dashboard Cite

This article presents the experiences of women academics of management in the UK, who have used informal, collective strategies to move on, to mainstream their experiences and to challenge existing boundaries of management and their organisations. Having identi ed the repeating patterns of inequalities in management and management education as women academics, researchers and managers, the authors had to turn to action, to progress and to work on some solutions. This article explores the moving on process by presenting the experiences of women academics of management from two perspectives. Firstly, women academics' stories of their careers and their experience of management are outlined as an emancipatory consciousness-raising process. Secondly, the issues of moving on, taking action and challenging existing boundaries are discussed by means of a case study of a group of women academics who have chosen to question the con nes of their working lives whilst gaining credibility in a changing context and driving some of the change for themselves. We offer the process we have engaged in as a strategy to support academic women to move on through critical re ection and action.

show abstract

Gender issues in management education: a new teaching resource

Cited by 24 publications

References 9 publications

Invisible or Clichéd: How Are Women Represented in Business Cases?

Invisible or Clichéd: How Are Women Represented in Business Cases?

Unlearning gender blindness: new directions in management education

Academic Women in the UK: Mainstreaming our experiences and networking for action

Contact Info

Product

Resources

About