This paper investigates how the increasing ratio of women directors on corporate boards is associated with decision-making dynamics, specifically the perceived participation and influence of the women on the board. We test hypotheses using a sample of 458 women on Norwegian corporate boards where the ratio of women directors among board members ranges from 11% to 100%. Overall, we find that women perceive that they have a 1 The authors are listed in alphabetical order, as they are equal contributors 2 high level of information sharing, a low level of self-censorship, and a high level of influence across the different ratios of board membership held by women directors. These results support the notion of women directors as significant influencers. However, the results also show that women directors perceive that they do receive more information and engage in more informal social interaction when the ratio increases, and perceived influence does also increase when the ratio increases.

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This paper examines the careers of artists and cultural workers who completed a one-year arts management graduate program. After the program, almost half of the participants were in positions with managerial responsibility, of which the majority combined artistic and administrative responsibility. The aim of the study was to fill a knowledge gap with regard to differences between managers and nonmanagers among graduated arts management students in terms of self-perceived working conditions and professional identity. The study was based on a survey of graduates (N ¼ 73) from the six-year period 2012-2017. The results show that graduates with managerial responsibility view their working conditions significantly better than those without such responsibility. Managers experience more creative and interesting jobs and score higher on extrinsic conditions such as employment security and income level. They also experience higher career satisfaction and express a stronger leader identity, and notably, they retain an artistic identity to the same degree level as non-managers. Finally, leader identity is positively related to career satisfaction, whereas artistic identity implies a precarious working situation and lower career satisfaction.

Choral conducting is a complex and multi-faceted leader role. Leading music is a particular kind of leadership through the prominence of gestural communication, and it is a ubiquitous phenomenon across a variety of social settings, musical genres, and ensemble types. Despite the variety, colloquial writing as well as academic research implicitly assumes that there is a common underlying competence base. Most research on conducting looks at a particular aspect, such as gestures, error correction, or rehearsing approach. What is largely wanting, is an overall view of how the competence elements come together and their relative importance. This article is an exploratory study of 17 competence elements, viewed by conductors in the context of their own practice. The study is based on a survey of 294 choral conductors across Norway, with a wide spread in terms of formal education, experience and working situation. The study supports previous research by how the role of conducting gesture takes a seemingly contradictory position; emblematic of the role, but still scores low in terms of importance. Our analysis shows that the views on key competence elements, such as gestural skills, vary with contextual factors, whereas other elements, such as error detection and rehearsal organisation, do not. The two contextual factors that explain most variation for several competence elements are the length of the conductor’s experience and the level (amateur/professional) of the conductor’s choirs. Conductors’ views on the importance of each competence element are closely related to their own competence level for the same element. This suggests that the prominence that competence elements are given in conducting practice is highly adaptable, as conductors cope with the situation at hand. Although an academic degree in conducting has an impact on how conductors view the various competence elements, practice and experience seem to rule over education.