Is it Possible to be a Feminist Manager in the ‘Real World’ of Further Education?

Hughes, Christina

doi:10.1080/713677090

Cited by 17 publications

(10 citation statements)

References 7 publications

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“…Likewise Kerfoot and Whitehead (2000) regard FE and managerialism to be essentially sites of competitive masculine discourse. Hughes (2000) differentiates between female managers and feminist managers. Conservative or liberal women managers parallel their male counterparts whereas feminist managers were more concerned with 'the ethics of care [and] social revolution', so to be a true feminist manager was not feasible given the then prevailing FE climate (Hughes 2000, 253).…”

Section: Research In Post-compulsory Education 399mentioning

confidence: 97%

A comparative thematic review of vocational leadership literature from the USA, Great Britain and Australia

Crossman

Cameron

2014

Research in Post-Compulsory Education

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Vocational education and its leadership is an important sphere of economic activity worldwide and is being impacted by several trends including: the increasing significance and centrality of skills development in today's economies; economic trends associated with globalisation (internationalisation of education and emergence of global labour markets); and demographic trends resulting in ageing populations and workforces. Leadership in vocational education contexts is crucial to the economic success of this sector. The aim of this paper is to provide a comparative thematic review of the research and literature on leadership in vocational education between the USA, Great Britain and Australia posed by the research question, 'What are the key leadership issues facing vocational education and training sectors in the USA, Great Britain and Australia?' This study contributes to the research and literature by identifying key impact factors for vocational education leadership in these nations over the last 13 years. Results from the comparative review established the following three key issues: a concern over equity and diversity; the importance of change management; and leadership skills and their development. Although leadership competencies are the subject of some debate there appears to be a broad consensus that leaders are developed not only by formal courses, but more importantly by on-the-job experiential learning. The future development of leaders within vocational education is discussed in relation to the implications for policy and practice, and suggestions for future research are provided.

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Section: Research In Post-compulsory Education 399mentioning

confidence: 97%

A comparative thematic review of vocational leadership literature from the USA, Great Britain and Australia

Crossman

Cameron

2014

Research in Post-Compulsory Education

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“…Accounts of feminist management in higher and further education suggest that it is characterized by a commitment to social equity and social change and a guiding awareness of gender issues and intersections with other social divisions (Bickham et al ., 2001). It involves an explicit attempt to challenge the unequal distribution and exercise of power, hierarchical structures and decision‐making processes and hegemonic and discriminatory institutional practices (Hughes, 2000; Kelly et al ., 1994; Strachan, 1999; Wyn et al ., 2000). Feminist management is equated, for some, with flattened organizational structures (e.g., Bickham et al ., 2001) and for many, with consultative, egalitarian, participatory and collaborative ways of working (Deem and Ozga, 2000; Wyn et al ., 2000) and producing scholarly knowledge (Mountz et al ., 2003; Ramazanoglu, 1990; Tanton and Hughes, 1999).…”

Section: The Concept and Practice Of Feminist Managementmentioning

confidence: 99%

“…Feminist management is equated, for some, with flattened organizational structures (e.g., Bickham et al ., 2001) and for many, with consultative, egalitarian, participatory and collaborative ways of working (Deem and Ozga, 2000; Wyn et al ., 2000) and producing scholarly knowledge (Mountz et al ., 2003; Ramazanoglu, 1990; Tanton and Hughes, 1999). Feminist managers tend to emphasize interdependence and the benefits and rewards of collaboration and mutuality over competition and individualism (Hughes, 2000).…”

Section: The Concept and Practice Of Feminist Managementmentioning

confidence: 99%

“…They have sought to use their power on behalf of, rather than over, other people; for example, in order to support and enhance their colleagues' career development (Kelly et al ., 1994; O'Reagan and Varnham, 1992; Strachan, 1999; Wyn et al ., 2000). Related to this is a feminist ethic of care and a desire among some feminist managers to create more caring working environments that acknowledge the links between people's professional and personal lives (Bickham et al ., 2001; Deem and Ozga, 2000; Hughes, 2000; O'Reagan and Varnham 1992; Strachan, 1999; Wyn et al ., 2000).…”

Section: The Concept and Practice Of Feminist Managementmentioning

confidence: 99%

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Feminist Research Management in Higher Education in Britain: Possibilities and Practices

Mauthner

Edwards

2010

Gender Work & Organization

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This article aims to explore the possibilities and ambivalent practices of feminist management in the context of research management in higher education in Britain. Drawing on a reflexive and critical analysis of our experiences of contract research and research management over the past 15 years, we discuss the challenges of putting feminist management principles into practice in team-based and collaborative research projects. By rendering academic cultures increasingly competitive, individualist and managerial, we argue, new managerialist reforms in higher education over the past two decades have intensified those very aspects of academic life that feminists have long struggled with. In particular, in creating the new subject position of research manager, with concomitant institutional expectations and obligations, new managerialism has exacerbated tensions between our identities as feminists, scholars and managers and between collective, individual and institutional needs and aspirations. We illustrate these tensions through a discussion of four related aspects of team research which, we suggest, undermine attempts at implementing the feminist ideals of intellectual equity and political equality: divisions of labour in research teams; divisions of intellectual status and the differential valuation of researchers and research labour; divisions of formal power and the management structure of research teams; and exertions of informal power and the micropolitics of research teams. We suggest that feminist research management and feminist management, more generally, need to recognize and accept differences and inequalities among feminists and work with these issues in reflexive, ethical and caring ways.

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“…Deem et al (2000) would in part attribute this process to the emerging feminization of management within the sector as well as with the departure of the first wave of post-incorporation management (see also Cole 2000, Hughes 2000. Gleeson and Shain (1999), from a rather different position, would point to emerging co-operative and collaborative relations developing within the sector holding the excesses of marketization in check.…”

Section: Managerialism -New Relations?mentioning

confidence: 99%

Re-thinking trust in a performative culture: the case of education

Avis

2003

Journal of Education Policy

115

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This paper examines the way in which the notion of trust is being reformulated within teacher professionalism in England. It does this by setting the discussion within the economic context in which education is placed and examines the competitiveness settlement and its construction of a high skills economy marked by high trust relations. It is argued that this model of the English economy does not sit well with existing relations. The paper then draws upon material from the Learning and Skills Council, which sets the framework within which postcompulsory education and training is placed. It relates this discussion to the recent history of managerialism as well as performance management exploring the implications for trust relations. The paper then examines the nature of teacher professionalism and argues that current interventions work within a truncated model of trust, which is contrasted with a dialogic understanding of professionalism. work relations are imagined in a high skills economy and has been resuscitated by Morris (2001) in her recent speech on teacher professionalism. In this paper, trust is placed in relation to the on-going transformation of teacher professionalism. To set this in context, it is necessary to discuss globalization, competitiveness, and allied notions related to performativity, managerialism, as well as the distinctiveness of the English route to socio-economic modernization. Whilst this paper explores the reformation of teacher professionalism drawing upon material produced by the Department for Education and Skills, it is orientated towards understanding this process in the post-compulsory sector and, therefore, examines documents from the Learning and Skills Council and allied bodies. Competitiveness settlementThe section starts with an examination of reflexive modernization. This understanding of contemporary western society aligns with an interpretation of the Downloaded by [University of Miami] at 12:34 03 January 2015 316 J. AVIS knowledge economy as well as with particular conceptualizations of globalization.For some writers, the move from simple modernity to reflexive modernization calls for the deepening of democratic relations. In this instance, it would not be amiss to associate this with the expansion of relations of trust throughout the social formation. Such conceptualizations sit with a particular understanding of the economy and of the role of education in preparing young people for work. In addition, reflexive modernization, its association with risk, and its skepticism towards professional/expert knowledge calls for work relations that provide space for dialogue and creativity. Such a context would call for the re-formation of teacher professionalism, one that could respond to the uncertainties, risks, and opportunities that currently exist. Reflexive modernizationSimple modernization is old-type unilinear modernization; reflexive modernization, by contrast, implies coming to terms with the limits and contradictions of the modern order (Giddens 1998: 31).

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Is it Possible to be a Feminist Manager in the ‘Real World’ of Further Education?

Cited by 17 publications

References 7 publications

A comparative thematic review of vocational leadership literature from the USA, Great Britain and Australia

A comparative thematic review of vocational leadership literature from the USA, Great Britain and Australia

Feminist Research Management in Higher Education in Britain: Possibilities and Practices

Re-thinking trust in a performative culture: the case of education

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