The purpose of the article is to investigate whether female presence in microfinance institutions’ management team, i.e. board members, managers and loan officers, will improve their financial performance. We combine financial data on MFIs that is available from the MIX Market database with original data on the gender composition of MFIs’ management team, who include board members, managers and loan officers. This original dataset of 223 MFIs is analyzed using Logit-Tobit regression models with return on assets (ROA) as the dependent variable and proportion of female board members, female loan officers and female managers as the main independent variables. We find that a higher proportion of female managers and female loan officers improve financial performance in microfinance, while a higher proportion of female board members does not. Our results indicate that a major contributor to the financial sustainability of microfinance institutions is having a higher rate of women in vital decision-making roles, especially lower level management positions.
According to gender personality traits, women are more interested in people, whereas men are more interested in things. The goal of this research is to see if there is a gender gap in financial literacy and if these disparities can be explained by different areas of interest. A convenience sample of nearly a thousand responses was received in quantitative research. The findings clearly show that women have lower financial literacy than men, but there is no indication that this is due to men and women’s differing interests in people and things.
In this study, we examine how students grade themselves in comparison with their peers and teachers. Results were formed from a sample of 169 first-year students signed up to the course “Introduction to Management”, run by the School of Business at the University of Iceland and based on a cooperative learning strategy. Irrespective of whether students were evaluating their individual or group work, the mean outcomes suggest that their own grading is much higher than that of their peers, and higher again than their teachers. These results suggest that the self-interest of the Homo economicus was clouding objectivity, and it is also likely that the inexperience of the new undergraduates in such grading approaches played a role. Future research should not abandon the idea of self-assessment as a means of developing critical capacities among students, but rather seek to explore whether these results are replicated in other educational settings, such as different disciplines and sub-disciplines, and whether more experienced students, such as third-year undergraduates, demonstrate similar behavioral responses.
This research focuses on female work ethics in Iceland, one of the most gender equal countries in the world. The Multidimensional Work Ethic Profile (MWEP) was used for measuring the work ethic of 238 students of both genders. Based on a convenience sample obtained from the School of Business, University of Iceland we tested two hypotheses. The first concerned whether women have a higher work ethic than men; the second whether female students have higher grades than their male counterparts. We found women to have both a higher work ethic and grades than men. Overall outcomes based on the MWEP revealed statistically significant differences between the averages of women and men, with the mean for women higher by 7.07 points. In addition, women’s average university grades were found to be statistically higher than those of men by a margin of 0.36 points. These results provide interesting insights into the potential contribution of women and men to the workplace, suggesting that women, on average, will be more productive and deliver superior performance. Furthermore, work-based research and evaluations are necessary to test this inference, including the research across different sectors of the Icelandic economy.
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