Cracked but not broken

Gander, Michelle

doi:10.1080/13603108.2010.522891

Cited by 8 publications

(8 citation statements)

References 12 publications

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“…Nomenclature and titlesnarratives of invisibility, marginalisation, exclusion and under appreciation Castleman & Allen, 1995;Deem, 1998;Conway, 2000;Dobson, 2000;Lauwerys, 2002;Dobson & Conway, 2003;Gornitzka & Larsen, 2004;Szekeres, 2004;Whitchurch, 2006;Collinson, 2007Gender dimensions Castleman & Allen, 1995Burton, Cook, & Wilson, 1997;Probert, Ewer, & Whiting, 1998;Currie, Thiele, & Harris, 2002;Chesterman, Ross-Smith, & Peters, 2003;Eveline, 2004;Stewart, 2004;Gander, 2010;Bagilhole & White, 2011;Strachan et al, 2012 RECONCILIATION Professional and academic staff tensions and emerging partnerships Castleman & Allen, 1995;Burton et al, 1997;Probert et al, 1998;Currie et al, 2002;Chesterman et al, 2003;Szekeres, 2004;McMaster, 2005;Gander, 2010;Bagilhole & White, 2011;Conway, 2012;Strachan et al, 2012;Krücken et al, 2013 …”

Section: Earlier Debatesmentioning

confidence: 99%

Imagining a future: changing the landscape for third space professionals in Australian higher education institutions

Veles

Carter

2016

Journal of Higher Education Policy and Management

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In the last decade there has been a shift in the discourses around professional staff in higher education that has been influenced by neoliberal agenda that focused on driving education reforms. Earlier discussions centering around nomenclature variations have progressed to those about creating and developing borderless professionals operating in the third space -a notional space where professional staff and academic staff with diverse and valuable skills work as equal professional partners on complex and multifaceted projects. This article looks at the evolution of the debates around professional staff. It considers how the notions of professionalism and professionalisation are being reconceptualised in the third space. Discussion progresses towards capability building and developmental opportunities of aspiring third space professional staff in higher education settings. Possible pathways of engaging with and empowering professional staff in designing their future careers and professional identities are considered. Building a community of research practices under the auspices of ATEM and engaging postgraduate students in the university third space project work are proposed as potential areas for further research in the field of professional staff capability building.

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Section: Earlier Debatesmentioning

confidence: 99%

Imagining a future: changing the landscape for third space professionals in Australian higher education institutions

Veles

Carter

2016

Journal of Higher Education Policy and Management

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“…This occurs because of homosocial reproduction, a process where dominant group members, especially leaders, tend to recruit new members that are like themselves (Bagilhole & White, 2008;Ballenger, 2010;Eagly & Carli, 2007;Gander, 2010;Glazer-Raymo, 1999;Hunt et al, 2009;Kjeldal et al, 2005;Muñoz, 2010). Homosocial reproduction not only influences who is hired into an organization but also who is promoted.…”

Section: Culturementioning

confidence: 99%

“…M. Brown, 2005;Campbell & LaCost, 2009, 2010bDrake, 2008;Eagly & Carli, 2007;Eddy, 2008;Glazer-Raymo, 1999;Lepkowski, 2009;Linehan et al, 2009). Mentors provide encouragement to consider upper level positions such as when to seek a presidency (Bornstein, 2008;Eddy, 2008;Gander, 2010;Muñoz, 2010), increase one's visibility in an organization (Ballenger, 2010), arrange for professional developmental opportunities (U.S. Department of Labor, 1991), and provide letters of support for job applications (Ballenger, 2010;T. M. Brown, 2005;Krull, 2011).…”

Section: Organizational Practicesmentioning

confidence: 99%

“…Researchers studying gender inequality posit that organizational cultures, structures, perspectives, expectations, and practices are gendered to the advantage of men (Bird, 2011;Bornstein, 2008;Eagly & Carli, 2007;Eddy, 2008;Eddy & Cox, 2008;Fenstermakeri, 2011;Gander, 2010;Linehan et al, 2009;McTavish & Miller, 2009). This occurs because social structures influence organizational context (Fenstermakeri, 2011).…”

Section: Culturementioning

confidence: 99%

“…Inequalities must be brought out into the open (Easterly & Ricard, 2011;Eddy & Cox, 2008;Gander, 2010;Hoobler et al, 2009;Kjeldal et al, 2005) so that training targeting "the subtle means by which systemic barriers are constructed and maintained" (Bird, 2011, p. 211) can be conducted. Accountability for gender equality is also required throughout the organization (Bornstein, 2008;Fenstermakeri, 2011;Linehan et al, 2009; U.S. Department of Labor, 1991;Williams, 2014) instead of delegated to a single diversity officer or office.…”

Section: Culturementioning

confidence: 99%

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Pursuing leadership positions in higher education : a phenomenological exploration of female administrators' experiences with gender inequality

Madera¹

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Using a phenomenological methodology, this qualitative study renewed the examination of gender inequality in higher education administration by allowing women who have experienced the glass ceiling phenomenon at Research Doctoral institutions to provide further meaning by sharing their stories. The glass ceiling phenomenon reveals itself most clearly in higher education through the discrepancy between the number of women receiving advanced degrees and the number serving in academic leadership positions such as dean, vice-president for academic affairs, provost, chancellor, and, ultimately, president (Gerdes, 2006).Overall, this study's findings support previous research on gender inequality in higher education administration. The glass ceiling does not appear to manifest itself differently in 21st century higher education based upon the emergent themesmasculinized institutional culture, gendered organizational practices, intentionality, human capital, and career aspirationsdrawn from the participants experiences with the phenomenon.Since the problem of practice is ongoing and there has only been marginal progress in breaking down the barriers to obtaining higher level leadership positions, a new approach to generating understanding is required. Pierre Bourdieu's social theory was used for this purpose.As a result, this study extended the body of knowledge on gender inequality in higher education administration by uncovering (a) the role capital plays in the emergence and maintenance of the glass ceiling in the 21st century higher education workplace, and (b) how the habitus of agents in the field is affected by the experience.

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Higher Education Business Management Staff and the MBA: A Small Study Analysing Intrinsic and Extrinsic Benefits

Gander

2015

Journal of Education for Business

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Cracked but not broken

Cited by 8 publications

References 12 publications

Imagining a future: changing the landscape for third space professionals in Australian higher education institutions

Imagining a future: changing the landscape for third space professionals in Australian higher education institutions

Pursuing leadership positions in higher education : a phenomenological exploration of female administrators' experiences with gender inequality

Higher Education Business Management Staff and the MBA: A Small Study Analysing Intrinsic and Extrinsic Benefits

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