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Little research is devoted to how salary allocation processes interfere with gender inequality in talent development in universities. Administrative data from a university indicated a substantial salary gap between men and women academics, which partially could be explained by the unequal distribution of men and women in the academic job levels after acquiring a PhD, from lecturer to full professor, with men being overrepresented in the higher job levels, as well as in the more senior positions within each job level. We demonstrated how a lack of transparency, consistency and accountability can disqualify apparent fair, merit-based salary decisions and result in biased gender differences in job and salary levels. This chapter reflects on how salary decisions matter for the recognition of talent and should be an integral part of talent management.

Purpose: This study examines the relationship between gender, nationality, care responsibilities for children, and the psychological work climate of researchers.

Basic Design: Based on a dataset of approximately 2,900 cases, the main effects of gender and nationality, their interaction effect and the interaction effects of gender with care responsibilities for minor children, and with hierarchical position are considered in relation to work climate. Dummy regressions and t-tests were performed to estimate and compare the means and regression parameters of the perceived group climate and the view of leaders as evaluated by researchers. The dataset used was taken from a full survey of employees of the Max Planck Society, which is one of Germany’s largest research organizations with over 80 facilities and institutes in various disciplines and a focus on basic research.

Results: Gender differences concerning the evaluation of the work climate are particularly pronounced among doctoral candidates and researchers who have a non-EU nationality. Gender gaps increasingly level out with each successive career step. Additionally, a main effect of gender and a weak interaction of gender and care responsibility for minor children was supported by the data. A main effect of nationality on work climate ratings was found but could not be meaningfully interpreted.

Interpretation and Relevance: The interaction effect between gender and the position of a researcher can be interpreted as being a product of the filtering mechanism of the research system. With this interpretation, the results of the study can plausibly be explained in the light of previous research that concludes that female researchers face higher career hurdles than male researchers.

In this paper the research on gender and Full-Range Leadership is documented and explored. Included is consideration of research that studied Full-Range Leadership directly as well as indirect study that contributed to the field of research on Full-Range Leadership. The paper culminates in a series of recommendations for future research. It is hoped that these will help to move the field from documenting the differences or similarities of leadership (or perceptions of leadership) between women and men, to studying why these differences might exist. Additional recommendations are included that will help transport the value of this research from the pages of scholarly journals into organizations, communities, and the workplace.

For women in leadership, managing work and life obligations is essential, especially when leading in male dominated occupations such as STEM. This study examined social support and work-family integration/blurring to determine how women in leadership perceived these dynamics. By surveying STEM women leaders, this research explored work-life strategies and support resources used by women leaders to balance their work and non-work domains and promote their roles as leaders. Women leaders indicated difficulty delineating between work and personal roles and recognized informational and emotional support as most significant to their roles as leaders. Findings also indicated that most support came from spouses/significant others, female co-workers, and mentors outside the organization, respectively. These sources provided the support needed to maintain and progress in their roles as women leaders.

Women’s leadership training programs provide organizations opportunities to value women leaders as organizational resources. This qualitative research utilized phenomenological methodology to examine lived experiences of seven alumni of a women’s-only leadership program. We conducted semi-structured interviews to clarify what learning elements were most beneficial in furthering an individuals’ leadership role. Emerging research themes included perceptional and personal agency changes within participants. Women’s leadership programs provided an opportunity for cognitive, affective, and behavioral growth; engaging learning activities, social capital development, and relational model methodologies were perceived as most helpful in leadership development. Action learning techniques, fostering interconnectedness, and philosophical leadership development activities were critical elements in leadership development. Insights gained from this study provided perspective on the unique experiences of women in a leadership training program.

All entrepreneurs interact simultaneously with multiple entrepreneurial contexts throughout their entrepreneurial journey. This conceptual paper has two central aims: (1) it synthesises the current literature on gender and entrepreneurship, and (2) it increases our understanding of how gender norms, contextual embeddedness and (in)equality mechanisms interact within contexts. Illustrative contexts that are discussed include entrepreneurship education, business networks and finance.

This conceptual paper draws upon extant literature to develop its proposed conceptual framework. It provides suggestions for systemic policy interventions as well as pointing to promising paths for future research.

A literature-generated conceptual framework is developed to explain and address the systemic barriers faced by opportunity-driven women as they engage in entrepreneurial contexts. This conceptual framework visualises the interplay between gender norms, contextual embeddedness and inequality mechanisms to explain systemic disparities. An extra dimension is integrated in the framework to account for the power of agency within women and with others, whereby agency, either individually or collectively, may disrupt and subvert the current interplay with inequality mechanisms.

This work advances understanding of the underrepresentation of women entrepreneurs. The paper offers a conceptual framework that provides policymakers with a useful tool to understand how to intervene and increase contextual embeddedness for all entrepreneurs. Additionally, this paper suggests moving beyond “fixing” women entrepreneurs and points towards disrupting systemic disparities to accomplish this contextual embeddedness for all entrepreneurs. By doing so, this research adds to academic knowledge on the construction and reconstruction of gender in the field of entrepreneurship.

This article outlines the theoretical foundations of the research contributions of this edited collection about “Diversity and Discrimination in Research Organizations.” First, the sociological understanding of the basic concepts of diversity and discrimination is described and the current state of research is introduced. Second, national and organizational contextual conditions and risk factors that shape discrimination experiences and the management of diversity in research teams and organizations are presented. Third, the questions and research approaches of the individual contributions to this edited collection are presented.

Over the past 20 years, the European Union has developed a comprehensive policy on gender equality (GE) in the fields of research, innovation and higher education. While North European countries have actively implemented policies in this direction, South and East European countries have been far less active and made limited progress, resulting in widening policy gaps across countries. Drawing from the experience of a capacity-building project (TARGET), this chapter explores the factors that impede the implementation of gender equality plans (GEPs) in research and higher education institutions across five countries – Greece, Cyprus, Romania, Italy and Serbia. It argues that the lack of a coherent GE discourse in research and innovation policies that sheds light on structural barriers and implicit bias is a central impediment: it severely limits the potential of GEPs and the power of change agents in research and higher education organisations in Southeast Europe to stimulate institutional change.

The low number of women in the information technology (IT) field is a concern. The purpose of this paper is to examine the factors behind the exclusion of girls from the IT field.

The present work includes a narrative literature review and an exploratory interview study with ten girls and six study guidance counsellors (GCs) from Finnish senior high schools. Using the nexus analysis as a theoretical lens, the authors examined the exclusion of girls from IT.

Earlier literature directed attention to the cultural norms, assumptions and stereotypes still prevalent in society and the lack of role models and positive media as factors contributing to girls excluding themselves from the IT field. In this research study’s data, the authors not only found evidence of the unintentional exclusion of girls from IT by others but also by the girls themselves. Findings of this research study illustrate the various discourses, actors and their interactions, their background and history-related factors affecting girls' career choices. The novelty of this study is in approaching high school as a site of exclusion, where problematic discourses, interactions and histories come together, reproducing exclusion of girls from the IT field.

The authors contribute with a literature review of the research study on gender and IT and the inclusion/exclusion dynamics around IT. Using the nexus analysis, the authors identify the exclusion dynamics in this complex social issue. Several decades of research have shown that the inclusion of women remains low in IT disciplines. In this study, high schools are viewed as sites of exclusion, engendering a prevalent lack of information and education on the field. The authors offer novel insights into the role of curriculum, GCs and online information excluding girls from the IT field.

Gender equality plans (GEPs) are currently the preferred approach to initiate structural change towards gender equality in research organisations. In order to achieve structural change, GEPs have to be more than just a formally adopted institutional policy. Effective GEPs lead to a transformation of gendered practices and thus to structural change. This chapter presents the innovative approach developed for an H2020 structural change project and its theoretical background. We argue that due to the dual logic, which characterises academic organisations, the organisational logic and the academic logic, change is a complex endeavour. To deal with this complexity, one of the main functions of a GEP is to provide space and initiate reflexivity at an individual as well as at an institutional level. A theory of change approach supports reflexivity in all stages of a GEP as it ensures that basic assumptions of the institutional change process are questioned and reflected on by the different stakeholder groups involved in the implementation.