Changing times of feminism and higher education: from community to employability

Moss, Dorothy; Richter, Ingrid

doi:10.1080/09540251003674113

Cited by 9 publications

(7 citation statements)

References 12 publications

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“…With the development and use of new technological devices and the Internet (Torkzadeh and Van Dyke, 2002; Weatherbee, 2010) together with the economic crisis (Utting et al, 2012) and the different types of social interaction (Tyler, 2002), modern society has been defined as an information society (Webster, 2002), a knowledge society (Hargreaves, 2003), and even a liquid society (Bauman, 2000, 2011). The pace and expansion of markets, globalization, the effect of new technologies, and high-performance competition scenarios are key developments in today's society (Moss and Richter, 2011; Pavlin and Svetlicic, 2012; Minten and Forsyth, 2014; Casano, 2015; Kalfa and Taksa, 2015). …”

Section: Discussionmentioning

confidence: 99%

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the “Emotional Intelligence Training Program,” with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.

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Section: Discussionmentioning

confidence: 99%

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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“…Feminist academics may be particularly vulnerable due to shifts in the relationships between staff and students (Lee, 2005) and desires to maintain high levels of student support despite increasing target-driven managerialism (Moss & Pryke, 2007). Within this changing context, existing gendered working practices and relations continue to be reproduced with pressures to recruit more students to courses reducing time for all academics, including feminist academics, to work with students to challenge these gendered norms (Moss & Richter, 2011).…”

Section: Feminist Academicsmentioning

confidence: 99%

Gender, ethnicity and feminism: an intersectional analysis of the lived experiences feminist academic women in UK higher education

Sang¹

2016

Journal of Gender Studies

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Studies have begun to explore how those women academics committed to social justice, namely feminist academics, are navigating the increasingly managerial Academy. To understand how these multiple social identities, including gender and ethnicity, interact and intersect, this paper adopts an intersectional approach to understanding the heterogeneity of women's experiences in academia. Five focus groups with feminist academics (n = 6-10 in each focus group) reveal concerns of hampered career progression as a consequence of being female and openly feminist. Some ethnic minority academics felt that they were forced to choose between a feminist identity or that of their ethnic background. For some women, their feminist identity provided opportunities for challenging dominant practices. The paper concludes that the heterogeneity of feminist academics' experiences within academia is under-researched and that the lens of intersectionality helps to illuminate this. This paper advances understanding of multiple identities at work, though demonstrating that intersectionality can lead to the accumulation of advantage as well as disadvantage in relation to social identities such as gender and ethnicity, and a political identity such as feminist.

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“…As Lee (2005) has suggested, there are increasing tensions between staff and the student body. This is in the context of increased focus on graduate employability, even within feminist academic contexts (Moss and Richter, 2011). The data presented here suggests some students share these concerns and question the relevance of feminism and feminist perspectives to their employability within the business world.…”

Section: Discussionmentioning

confidence: 77%

“…Moss and Pryke (2007) have suggested that feminist academics may feel greater pressure than other academics to maintain high levels of student support, for example, pastoral care, while attempting to achieve excellent research. Moss and Richter (2011) have suggested that changes to university funding and the pressure to increase student numbers may reduce the scopeacademics have for working with students to challenge gendered norms.…”

Section: Feminist Academicsmentioning

confidence: 99%

Apathy, excitement and resistance: teaching feminism in business and management schools

Sang

Glasgow

2016

Palgrave Commun

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Feminism, gender and women's issues have been side-lined within business and management studies in the United Kingdom, evidenced by the inclusion of only one highly ranked gender journal in the recent ABS journal quality list. While there have been some efforts to critique gendered research norms within business and management schools, less is known about the experiences of those engaged in designing and delivering curricula. This article begins by examining the extant literature on the experiences of feminist academics, leading to a discussion of the limited research on business and management schools. It then moves to a description of the methods adopted, namely, qualitative interviews with academics engaged in feminist teaching, and reflections from the authoring team. The findings are presented, highlighting how participants conceptualize feminism, the use of feminism in curricula development, and how the academic community responds to the teaching of feminism. The article concludes with a consideration of areas for future research. The study contributes to the understanding of the experiences of working within the contemporary business school, specifically for academics engaged in a social justice approach to teaching. It identifies that experiences are not universal, with feminism creating space for excitement for both staff and students, but potentially increasingly vulnerability for isolation and marginalization. This article is published as part of a thematic collection on gender studies.

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Changing times of feminism and higher education: from community to employability

Cited by 9 publications

References 12 publications

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Gender, ethnicity and feminism: an intersectional analysis of the lived experiences feminist academic women in UK higher education

Apathy, excitement and resistance: teaching feminism in business and management schools

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