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Women are under-represented in senior positions across the world, and this paper aims to explore the impact of wasta on women’s careers in the Arab Gulf States. This paper has two main objectives: to understand the phenomenon of wasta and how it manifests itself within public organisations in the Gulf region; and to examine how wasta is impacting on women’s career advancement.

Qualitative interviews were conducted with 18 female managers working in public organisations in the Arab Gulf region.

The findings indicate that wasta refers to a social network of interpersonal connections, rooted in family and kinship ties, and linked to family affairs as well as work. In addition, the findings demonstrate that, as a result of wasta, social networks in the workplace, in the Arab Gulf Region, include family connections, and this is different to workplace networks in Western societies which are frequently limited to professional contacts and separate from family or friendship networks. In addition, the findings show that wasta may be used to support women’s career progression, providing they have access to appropriate wasta. Furthermore, the findings revealed that women, in the Arab Gulf Region, rely directly on their male family member’s connections, as career facilitators, to gain access to organisational opportunities.

The paper provides some practical suggestions for helping to overcome the potential negative effects of wasta and to ensure that organisations make the best use of their talent. Hence, this research could potentially inform national policy and organisational policymakers and, in particular, influence recruitment and selection practices to ensure that they are based on competence rather than personal connections.

The paper is based on empirical work in an under-researched, non-Western context. There is extensive literature on gender and management and leadership in Western cultures, and this paper contributes to the developing body of research on women in the Arab cultures. It provides a better understanding of the phenomenon of wasta, and it highlights the long-term consequences of wasta on employees, particularly women, working in public organisations. Also, it contributes to theory on the culture of organisations by highlighting the often neglected influences of the broader social and cultural systems, including patriarchal practices, on women’s positions in the organisational hierarchy.

The purpose of this paper is to explore the benefits and challenges of using a virtual learning community (VLC) as a vehicle for workforce development. This paper argues that VLCs provide a flexible vehicle for workforce development. However, workplace realities may lead to unexpected challenges for participants wanting exploit the flexibility of e‐learning technologies.

The case study is located in a strategic healthcare organisation in the UK. The study used a multi‐method approach to develop a rich picture of the VLC. Data were collected from a variety of sources (programme evaluation questionnaires, learning logs, discussion group messages and VLE tracking system) and analysed using quantitative and qualitative methods.

The findings indicate that while membership of a VLC offers new opportunities for collaboration, learning and working at a time and place that suits individuals it also offers many challenges. The following issues were identified as having an impact on effective participation in the VLC: motivation; time management; public/private boundaries; work/life balance; and access to ICT.

There are limitations in generalising from a particular case study. The use of a case study provides a depth to the study that helps to illuminate the experiences of individual e‐learners.

The findings have strategic implications for organisations planning to use VLCs to support workforce development. The study indicates the need for facilitators to enable participants to explore time and work/life balance issues. It highlights the importance of involving the managers of e‐learners in the negotiations involved in establishing a VLC. Finally, the study identified that employers need to provide protected time for e‐learners and that access to technology is an issue.

The research has value to managers who are considering using VLCs as a means of enhancing workforce development.