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This paper aims to bring to the fore the importance of feminist epistemologies in the history of the organization of management studies since the 1980s by following various intellectual moves in the development of feminist theorizing as they cross over to organization studies, including their analytical possibilities for reclaiming historically the voices of major women scholars, especially in doctoral seminars. The paper narrates these epistemological activities by mobilizing and reconsidering from the past to the present, the notions of “unmuting,” “mutating” and “mutiny.” It ends in a reflection addressing the state of business schools at present and why the field of organization and management studies needs “mutiny” now.

The paper adopts a narrative approach in which the voices of its authors appear to be central as they consider and reconsider over time their understanding of “unmuting,” “mutation” and “mutiny” as notions with analytical potential. This approach is influenced by Foucault’s “history of the present” but with contingencies brought about by feminist interpretations. The application of these notions is demonstrated by reclaiming and clarifying the epistemological underpinning in the works of three major women scholars as included in a doctoral seminar: Mary Parker Follett, Edith Penrose and Rosabeth Moss Kanter. These notions are further redeployed for their potential in institutional applications.

At present, the findings are discursive – if they can be called so, but the main motivation behind this writing is to go beyond discourse in the written sense, and to mobilize other activities, still in the realm of epistemological and scholarly work. These activities would legitimize actual interventions for changing business schools from their current situation as neoliberal entities, which mute understanding of major problems in the world, as well as the voices of most humans and non-humans paying for the foibles of neoliberalism.

The paper demonstrates the necessity of developing approaches for interventions in knowledge producing institutions increasingly limited by neoliberal premises in what can be said and done as legitimate knowledge. In doing this, the paper articulates the importance of keeping history alive to avoid the increasing “forgetfulness” neoliberalization brings about. The paper, in its present form, represents an active act of “remembering”.

This paper seeks to critique recent research on gender and accounting to explore how feminist methodology can move on and radicalise the gender agenda in the accounting context.

After examining current research on gender and accounting, the paper explores the nature of feminist methodology and its relation to epistemology. It explores three inter‐related tenets of feminist methodology in detail: power and politics, subjectivity and reflexivity.

The paper suggests that much research in the accounting is concerned with gender‐as‐a‐variable, rather than being distinctly feminist, thus missing the opportunity to radicalise the agenda. It makes suggestions for how a feminist approach to methodology could be applied to the accounting context.

The paper calls for a wider application of a feminist approach to accounting research and gives suggestions as to where this might be applied.

In this paper I discuss how feminist research focusing epistemological issues can be used within computer science (CS). I approach and explore epistemological questions in computer science through a number of themes, which I believe are important to the issues of what knowledge is produced as well as how it is produced and how knowledge is perceived in CS. I discuss for example paradigms and metaphors in computer science, the role of abstractions and the concept of naturalisation. In order to illustrate epistemological views in CS and how these can be questioned from the viewpoints of feminist epistemology, I also do a close reading and commenting of a recent book within the philosophy of computing.

This paper aims to offer an account of the research process and reflects on feminist research practice. It discusses methodological issues based on the author's experience as a PhD student in sociology carrying out fieldwork with women in Latin America. The paper makes the research process transparent and shows how feminist epistemologies inform the research strategies the author used in the field.

This is a reflexive piece about the methodology and method used and the dilemmas encountered in the author's empirical work as a feminist doctoral researcher. It considers biographical issues and personal interests in relation to the research.

The article discusses methodological assumptions and feminist epistemologies. It examines the interview as a research method as well as interviewing skills. It reflects on research practice, considering power issues, feminist challenges in the field, and the topic of reflexivity and otherness.

The article provides an account of feminist research practice, and considers the roles and skills of the researcher when interviewing. It contributes to knowledge by providing real examples of feminist research in Latin America.

The purpose of this paper is to explore the possibility of whether more representation of gendered scholarship could enrich the traditional framework of consumer behaviour – a discipline that lacks consensus on epistemology and is also starved of theory building – by means of critical introspection leading to new managerial solutions, new methods and theory building.

The quantitative approach involved a content analysis of three leading journals in the consumer behaviour discipline from 2006 to 2010: the Journal of Consumer Research, the Journal of Consumer Psychology and the Journal of Consumer Affairs, in order to ascertain how much research represents a gendered perspective. The qualitative approach involved analyzing the papers from a gendered perspective, to see if the papers were more conceptual or based on applied research, and to gauge the type of methodologies used.

From 2006 to 2010 it was found that only an average of 2.4 per cent of 369 abstracts in JCR, 4 per cent of 224 abstracts in JCP and 5.8 per cent of 138 abstracts in JCA are from a gendered perspective. Approximately 25 per cent of the papers are steeped in applied research, while 75 per cent verify existing theories or expand to them.

The authors’ qualitative analysis brings forward new results, namely that the very feministic perspective that has the potential to bring forth greater introspection in the consumer behavior research, namely feminist postmodernism, is in fact the least represented, with only one such paper out of 731, which is a possible wake‐up call for feminist scholars. The authors conclude that the scope of the traditional paradigm can be enlarged by gendered scholarship.

The paper represents a major effort to present the importance of including gendered perspective articles in marketing journals, to provide an analysis of the lack of a gendered perspective in papers published by three leading consumer‐based journals, and to determine whether a gendered perspective can enrich the traditional framework.

The purpose of this paper is to outline the challenges and complexities in conducting research faced by scholars utilizing postcolonial feminist frameworks. The paper discusses postcolonial feminist key concepts, namely representation, subalternity, and reflexivity and the challenges scholars face when deploying these concepts in fieldwork settings. The paper then outlines the implications of these concepts for feminist praxis related to international management theory, research, and writing as well as entrepreneurship programs.

This paper discusses the experiences of the author in conducting fieldwork on Turkish high‐technology entrepreneurs in the USA and Turkey by focusing explicitly on the challenges and complexities postcolonial feminist frameworks bring to ethnography and auto‐ethnography.

The paper suggests that conducting fieldwork guided by postcolonial feminist frameworks faces challenges related to representation inclusive of the author and the participants in the study. It offers subalternity as a relational understanding of subjects in contrast to comparative approaches to the study of business people. The paper also discusses how positionality impacts reflexivity through gender, ethnicity, and class relations.

This paper offers a critical perspective on conducting research related to non‐Western subjects by addressing issues arising from feminist and postcolonial intersections. It is a valuable contribution to those researchers who are interested in conducting feminist research particularly with non‐Western people and cultures.

This paper takes a broad introductory look at the notion of objectivity within the western philosophic tradition of liberal individualism and exposes how this is related to, or sets the stage for, the creation of learning objects as a concept. Objectivity is predicated on ideas such as the removal of context and the ability to transcend social, cultural and discursive position. Learning objects have often been conceptualised as outside of context as well. This paper presents some of the criticisms of this approach in transcending context and suggests that this conceptualisation may prove problematic in the successful execution, creation and distribution of learning objects.

This paper argues that universities can facilitate women graduates' employability by supporting gender equity within their institutions. It presents a rationale and strategy for addressing the gendered nature of career confidence which negatively impacts women graduates' entry into the workplace – a phenomenon that influences women graduates' career and life trajectories, and all industries' capacity to serve women stakeholders.

The authors consider existing literature as “words to think with” (Kinsella and Shepherd, 2020), as a feminist methodology to contribute fresh ideas into the discourse arena of graduate employability and as a means to make social change possible (Phelan, 1994).

The paper presents the feminist viewpoint that a reconfiguration of gender relations in the academy, through deploying gender equity quotas, and professional development activities designed to expose and help mitigate implicit gender bias are required to support women graduates' career confidence and employability.

The paper offers a viewpoint rather than an empirical evidence because of the difficulty in directly assessing a causal relationship between gendered education experience and graduates' self-efficacy and transition from college to work, “due to its longitudinal nature … [and] because cultural beliefs are … difficult to manipulate experimentally” (Sterling et al., 2020, p. 30,306). Also, while gender equity quotas have had some success, they can be disrupted by gendered bias within the workplace. Although the authors recommend a combination intervention of gender equity quotas and professional development to address gender bias, they acknowledge that the intervention is yet to be evaluated.

Universities are tasked with supporting graduate employability, an inherent quality of which is graduate identity. The study offers a practical solution to increasing the number of women leaders within the academy by recommending the introduction of gender equity quotas, supported by professional development designed to develop leaders' gender insight and change agency, and combat all university workers' gender bias. This approach provides more equitable work structures within universities and increases the number and nature of women role models to support women's graduate identity development. Gender equity principles are presented as the key to facilitating women graduates' self-efficacy and work readiness.

Strategy designed to enhance women graduates' career confidence is critical because women's lower career confidence tends to inform their lower-level starting positions with lower-level pay, resulting in role and pay gaps that are sustained and magnified throughout the life cycle of their careers. Additionally, interventions to address gender bias in the academy are significant because providing gender equity quotas alongside facilitating women in leadership positions to be/come change agents move beyond what Cockburn (1989, p. 218) defines as supporting a short-term agenda of “equality for individual women … [to supporting a] project of transformation for organizations”.

The novel contribution of this paper is the feminist conceptualisation that gender equity practices, most notably a composite of gender equity quotas and professional development, are located within universities' remit to support graduate employability.

This article aims to explore the potential of feminist phenomenology as a conceptual framework for advancing women’s entrepreneurship research and the suitability of interpretative phenomenological analysis (IPA) to the proposed framework.

The article critically examines the current state of women’s entrepreneurship research regarding the institutional context and highlights the benefits of a shift towards feminist phenomenology.

The prevailing disembodied and gender-neutral portrayal of entrepreneurship has resulted in an equivocal understanding of women’s entrepreneurship and perpetuated a male-biased discourse within research and practice. By adopting a feminist phenomenological approach, this article argues for the importance of considering the ontological dimensions of lived experiences of situatedness, intersubjectivity, intentionality and temporality in analysing women entrepreneurs’ agency within gendered institutional contexts. It also demonstrates that feminist phenomenology could broaden the current scope of IPA regarding the embodied dimension of language.

The adoption of feminist phenomenology and IPA presents new avenues for research that go beyond the traditional cognitive approach in entrepreneurship, contributing to theory and practice. The proposed conceptual framework also has some limitations that provide opportunities for future research, such as a phenomenological intersectional approach and arts-based methods.

The article contributes to a new research agenda in women’s entrepreneurship research by offering a feminist phenomenological framework that focuses on the embodied dimension of entrepreneurship through the integration of IPA and conceptual metaphor theory (CMT).

To provide examples of qualitative research based on feminist epistemological assumptions. Such research re‐invents rather than recycles management theory, producing alternative understandings which speak to the demands of managing post‐corporate workplaces characterised by growing levels of diversity and rapid discontinuous change.

Reports on three feminist qualitative research projects. Describes research processes and outcomes which aim to reflexively attend to diverse voices and researcher and research participant subjectivities.

Provides tangible examples of empirical feminist qualitative research, including discussions of how the research was conducted, the nature of the findings and critical reflections on the extent to which the researchers' feminist epistemological assumptions were enacted.

The three research projects discussed have all been conducted within the Australian education sector. Accordingly, future research could focus on providing practical examples of feminist qualitative research approaches in the management field, in different international and industrial/sector contexts.

Provides management researchers with three examples of feminist qualitative research covering diverse topics including leadership, mentoring and ethics.

While there is a plethora of writing concerned with feminist research generally, there is a dearth of feminist research in the management field specifically. This paper's contribution therefore lies in providing tangible examples of feminist qualitative research in the management field.