Women's Experiences and Ways of Knowing: Implications for Teaching and Learning in the Organizational Behavior Classroom

Gallos, Joan V.

doi:10.1177/105256299301700101

Cited by 34 publications

(29 citation statements)

References 5 publications

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“…Zhang et al's (2013) study also offers evidence that if both men and women receive entrepreneurship education, men have a higher log-chance of entrepreneurial intentions than females. Some earlier studies have also found differences in learning styles between men and women (Gallos, 1993;Kaenzig et al, 2007;Varamäki et al, forthcoming). According to these studies, women are not as happy with group work or active-based pedagogies as men are.…”

Section: Development Of Entrepreneurial Intentionmentioning

confidence: 81%

“…For example, women might react differently to pedagogical methods than males. As such, there might be differences in learning styles between men and women (Gallos, 1993). Also, the effectiveness and value of teambased pedagogical exercises for women students has been called into question, because women seem to be less happy with team-based exercises in business classes (e.g.…”

Section: Intentions Decrease During Studiesmentioning

confidence: 99%

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Development of entrepreneurial intention in higher education and the effect of gender – a latent growth curve analysis

Joensuu

Viljamaa

Varamäki

et al. 2013

Education + Training

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Purpose -The objectives of this study are threefold: first, to analyze the development of intentions of individuals over time; second, to explore potential gender differences in intention development; and third, to analyze the relatedness of the initial level and development of the antecedents of intentions to the initial level and the development of intentions. Design/methodology/approach -Ajzen's Theory of Planned behavior is applied. Longitudinal data were collected in the fall of 2010, 2011 and 2012 in seven different universities of applied sciences, with students representing seven different study fields. In our data, there are 192 individuals with all three measurement waves and 104 individuals with two measurement waves. The analysis of change on multi-wave panel data is done using latent growth curve analysis with structural equation modeling. Findings -Our empirical results are threefold. First, entrepreneurial intentions of higher education seem to decrease during their studies. Second, there is a gender difference in the initial level of entrepreneurial intentions and how intentions develop over time. Third, the initial level of intentions does not affect the future development of intentions. Practical implications -In sum, the authors believe that the paper makes an important contribution to the field of entrepreneurial education by concluding that intention development in higher educational context is not a simple matter, but a rather complicated process during which young people can realize their true potential vis-à -vis entrepreneurial opportunities. From an educators' point of view, such realization generally means a decrease in an individual's entrepreneurial intentions, which is a phenomenon that does not provide much encouragement for educators. On the other hand, one of the aims of any entrepreneurship education is to give younger people a more realistic picture about entrepreneurship. When someone is willing to start a new business in this kind of context, the authors, as educators, can be a degree more confident that such an individual is not launching his/her venture because of idealistic dreams. Originality/value -By using a longitudinal design, the paper is one of the first to provide empirical evidence about the intention development over time. Ultimately, the paper hopes to have added richness to the ongoing discussion among academics and educators alike regarding the importance of intention development in entrepreneurship education.

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Section: Development Of Entrepreneurial Intentionmentioning

confidence: 81%

Section: Intentions Decrease During Studiesmentioning

confidence: 99%

Development of entrepreneurial intention in higher education and the effect of gender – a latent growth curve analysis

Joensuu

Viljamaa

Varamäki

et al. 2013

Education + Training

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“…Finally, the literature on gender bias in the college classroom (Gallos, 1993;Maher, 1985;Sadker and Sadker, 1990) and research regarding how women learn (Beer and Darkenwald, 1989;Belenky, Clinchy, Goldberger, and Tarule, 1986;Luttrell, 1989) informs the HRD practitioner that in academic settings, the climate is often perceived as "chilly" for women. In addition Tisdell (1993aTisdell ( , 1993b suggests that the adult education environment often perpetuates power relationships based on gender, race, class, and age, thus reinforcing the white, male-dominated structure that permeates society.…”

Section: Trainingmentioning

confidence: 99%

Human Resource Development's Role in Women's Career Progress

McDonald¹,

Hite²

1998

New Dir Adult Contin Educ

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“…Especially at exam time, both students and faculty may find themselves under the influence of a &dquo;banking&dquo; metaphor of education, which assumes that the goal of evaluation is to assess the extent to which students have &dquo;filled up their heads&dquo; with preselected knowledge and skills (Friere, 1971;Gallos, 1993a;Hazen, 1987Hazen, -1988. In its most primitive form, this metaphor generates multiple choice tests that keep students locked into memory exercises.…”

mentioning

confidence: 99%