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Universities as inclusive learning organizations for women? Considering the role of women in faculty and leadership roles in academe

Patricia Gouthro (Faculty of Education, Mount Saint Vincent University, Halifax, Canada)
Nancy Taber (Faculty of Education, Brock University, St. Catharine’s, Canada)
Amanda Brazil (Faculty of Education, University of Prince Edward Island, Charlottetown, Canada)

The Learning Organization

ISSN: 0969-6474

Article publication date: 8 January 2018

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Abstract

Purpose

The purpose of this paper is to explore the concept of the learning organization, first discussed by Senge (1990), to determine if it can work as a model in the higher education sector.

Design/methodology/approach

Using a critical feminist framework, this paper assesses the possibilities and challenges of viewing universities as inclusive learning organizations, with a particular focus on women in academic faculty and leadership roles.

Findings

It argues that, ultimately, the impact of neoliberal values and underlying systemic structures that privilege male scholars need to be challenged through shifts in policies and practices to address ongoing issues of gender inequality in higher education.

Originality/value

The paper draws attention to the need to bring a critical feminist lens to an analysis of the concept of the learning organization if it is to be perceived as having merit in the higher education sector.

Keywords

Citation

Gouthro, P., Taber, N. and Brazil, A. (2018), "Universities as inclusive learning organizations for women? Considering the role of women in faculty and leadership roles in academe", The Learning Organization, Vol. 25 No. 1, pp. 29-39. https://doi.org/10.1108/TLO-05-2017-0049

Publisher

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Emerald Publishing Limited

Copyright © 2018, Emerald Publishing Limited

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