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Research on the role of women in Public Relations (PR) has seen a notable increase in recent years (Topić et al., 2019), yet exploratory studies on the subject remain limited, particularly concerning the role of women in the academic sphere of PR in Spain. Guided by the imperative to reflect on the role of PR professionals operating within the Spanish academic landscape, this chapter aims to identify and reflect on the role of women in PR academia in Spain to discover the extent to which women are leading the communication faculties where PR is taught; to identify the presence of women in the departments where communication studies take place and to determine women's leadership in national research activity. This study follows a combined approach with two dimensions, exploratory and interpretative, combining quantitative and qualitative techniques. The interpretative approach is developed using a focus group with women currently working in PR education and leading projects and institutions in the Spanish academia. Through this research, we discover the struggles and opportunities they face and identify possible solutions and ideas to improve the situation of women in academia and, specifically, in PR.

The study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs.

The author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding and its interpretation.

The study suggests implementing women-only formal mentorship programs with Kochan's (2013) cultural framework for an organizational culture change. The reason is that study provides some insights into the traditional values that underpin age and gender biases in the professional community of Kazakhstani academia. However, but the results differ for participants who are informally mentored by department chairs with modern values. The author acknowledges that the small sample limits the findings and it's interpretation. Hence more research in the interdisciplinary field of gender, education and workforce in the context is required.

The study presents new evidence to support existing Western research on factors influencing workplace relationships and mentorship for young female faculty members. This empirical research adds on findings to the existing data from the Central Asian context, particularly to the sector of women studies and organizational culture in higher education institutions.

The purpose of this paper is to examine the rate of change of men and women's employment as university academic staff in Australia and Japan; and, drawing on quantitative methods, show differences in the rate of change since the introduction of anti-sex discrimination legislation. The author also includes a discussion of programmes designed to increase female participation in academic positions to provide background to the existing changes.

Using statistics published by the Ministries of Education of both countries, a time series of female participation at each level of academic staff was constructed. Breakpoint analysis is used to model the changes in the rate of change before and after the legislation was introduced.

Both Australia and Japan have seen an increase in female participation rates in academic employment at all levels since the introduction of anti-sex discrimination legislation. In addition, the rate of increase of female participation has increased at almost every level of academic staff in both countries between 1970 and 2010.

Through setting out the changes in female participation at individual levels of academic staff in Japan and Australia, this study sets the stage for future qualitative work exploring why differences in the numbers of female and male staff continue. A further use is the provision of a clear data set for use in teaching and policy construction through showing the increases in female participation in academia between 1970 and 2010.

This paper aims to explore the ways in which gender and feminism are practised in professional military education (PME), which is viewed as an atypical higher education institution, by focusing on the practice and discourse of female academics.

The paper uses a case study approach using participant observation and semi‐structured interviews. The authors' qualitative analysis is informed by feminist research methods.

The authors identified a number of key areas around which resistance and accommodation to gender norms are produced: the visual, the vocal and collective action. Analysis of these revealed the everyday practices of academic identities, the gendering of knowledge, and feminist interventions. The authors found that the practices and debates of academic women in PME reflect the wider debates in academia.

PME and its relationship with gender and feminism have rarely been studied. This paper begins that task. The findings of this atypical case also add to the growing body of research on identity, gender, and feminism in academia, as well as to women working in male‐dominated institutions.

The purpose of this study is to investigate how cronyism is employed by some married female faculty to secure workplace rights and privileges.

A qualitative research design is employed and interviews were conducted with 32 female academics working at four different universities.

The narrative demonstrates the gendered use of cronyism at work – pre-COVID-19, during which female academics had to work full-time and be present on school campuses, and after COVID-19 pandemic, when academic working conditions changed due to the lockdown of university campuses and the reliance on remote online protocols to fulfil academic duties. The paper shows an increased use of cronyism as a mechanism to reduce heavy workloads. This type of cronyism is known as the expectation of mutual favour cronyism, which means that benefits are exchanged between a female academic and the chair of her department and/or the school rector, but the interests of the university they work in are not taken into consideration.

Virtually, no research exists on the sociocultural determinants of nepotism that undermine the professional performance of female academics at work. The authors draw on social exchange theory and the norm of negative reciprocity to identify the conditions under which social capital is undermined. The results have important implications for theory, practice and future research.

The purpose of this chapter is to present an overview of the status of African American women in academe. The primary context is the Predominately White Institution and the terms African American and Black are used interchangeably. We discuss the silencing of this group of women while privileging others. To date, little has been written on this topic. Much less has been written about the African American females’ struggles in silence, both personally and professionally (Collins, 1986). We end by putting forth strategies that African American women might consider as they soar in leadership roles.

The purpose of this paper is to draw from an adapted model of the Theory of Planned Behaviour and from existing models of entrepreneurial intention (EI) to analyse the role of gender on academics’ perceptions concerning the commercialisation of their research results. In particular, the authors explore differences in perceptions arising from diverse cognitions, such as attitudes towards entrepreneurial activities, the influence of close social groups and opportunity recognition self-efficacy.

A questionnaire was addressed to 500 Spanish academics who have headed research projects with public funding in technology-related areas, and the results were subjected to multigroup structural equation analysis (LISREL) to determine the extent and nature of the differences within this group.

The results obtained show that the influence of close social groups is perceived differently by men and women, particularly as regards the support received for academics’ attitudes and perceptions of control over the development of EI.

The aim is to better understand the world facing academics and the influences on their intention to commercialise research outcomes. An understanding of these issues offers the opportunity to design appropriate government interventions to assist academic entrepreneurs undertaking a business venture.

This paper considers an under-researched area that of female entrepreneurship in academia, traditionally considered a male-dominated activity. Helpful information is provided on gender differences in the academic context.

The European university context reveals a high degree of gender inequality. In Italy, the overall female employment rate is significantly lower than in the rest of Europe; nevertheless, gender equality in universities is consistent with the European average. In 2006, the Italian Government required public organisations (thus state universities) to formulate positive action plans (PAPs) and disclose the positive actions planned for the following three years to promote gender equality. However, the law does not provide any guideline for the contents of the PAPs. The purpose of this paper is to analyse gender equality disclosure in PAPs to investigate whether and how Italian State Universities (ISUs) are taking a role in promoting gender equality.

The paper uses content analysis to investigate contents of gender disclosure in 28 PAPs. The authors developed a coding instrument based on the Guidelines for Gender Equality Programmes in Science.

The paper found that most PAPs are focused on creating a favourable environment for women inside the organisation, while little attention has been paid to creating gender awareness in research and teaching activities, as well as in supporting women’s leadership. The paper concludes that ISUs are failing as key players in the cultural change of the society toward gender equality.

First, the paper contributes to the accounting literature by providing an analysis of accounting for gender by universities. Second, it adds to the debate on positive actions for gender equality in the university sector.

Using bibliometrics to examine eight core journals in the year 2000 for the disciplines of higher education and library science, characteristics of the authors were determined, including gender or sex; Carnegie Classification or institutional affiliation; and position of the authors. Characteristics of the articles were also examined, including the research methods used such as descriptive statistics, inferential statistics, or qualitative analysis. A content analysis of each article was performed to determine the subjects discussed in each literature. For both disciplines, it was learned that males publish more, the highest Carnegie Classification, extensive research institutions, were represented the most, and authors came from academic departments other than their own disciplines. In higher education, inferential statistics were used frequently; in library and information descriptive statistics were used frequently; both disciplines failed to use research methodologies regularly. From these findings, it appears that both disciplines are still emerging and are in their early stages of development.

Arab female academics struggle to advance within their universities in both academic and managerial ranks. Accordingly, this study aims to investigate the factors hindering Arab women’s academic career development through studying the case of Jordanian academic women.

Data were gathered through document analysis (Jordan constitution, Jordanian Labour Law and its amendments, higher education and scientific research law, Jordanian universities’ law and universities’ HR policies and regulations), interviews with 20 female academics and a focus group with 13 female academics (members of the Association of Jordanian Female Academics).

The results indicate female academics as tokens facing many interconnected and interrelated barriers embodied in cultural, social, economic and legal factors. The findings support the general argument proposed in human resource management (HRM) literature regarding the influence of culture on HRM practices and also propose that the influence of culture extends to having an impact on HR policies’ formulation as well as the formal legal system.

The influence of culture on women’s career development and various HR practices is well established in HR literature. But the findings of this study present a further pressure of culture. HR policies and other regulations were found to be formulated in the crucible of national culture. Legalizing discriminatory issues deepens the stereotypical pictures of women, emphasizing the domestic role of women and making it harder to break the glass ceiling and old-boy network.