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The purpose of this paper is to discuss the impact gendered media representations of entrepreneurs may have on the reality of female entrepreneurship. It analyses the representation of women entrepreneurs in a women ' s magazine. Media representations influence, firstly, whether women perceive entrepreneurship as desirable and attainable, and thus impact the strength and direction of their entrepreneurial aspirations. Secondly, media representations shape how key stakeholders such as bankers or clients view and interact with female business owners, thereby impacting women entrepreneurs’ business relations and opportunities.

The paper reviews research on media representations of women entrepreneurs, gender inequalities in entrepreneurial activity and work before presenting an in-depth qualitative analysis of a magazine series reporting on female entrepreneurs.

The authors’ analysis reveals how the woman ' s magazine in question portrays female entrepreneurship as focused on traditionally female activities and pursuits and as domestically-centred. Relating these findings to evidence on gender inequalities in entrepreneurial activity, the paper raises important questions about the impact of media representations of women entrepreneurs.

The paper demonstrates the benefits of understanding entrepreneurial activity as work and includes analytical perspectives from the sociology of work in the analysis of media representations of entrepreneurship.

What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.

Develop an integrated model to analyze conflicts at work and apply it to a case study. The core of the conceptual model is constituted by the interpersonal relationships modalities using the Palo Alto school theorization (symmetrical and complementary relations framework in people's relative positioning). This model also articulates inside this interpersonal relationships structure five other dimensions: Perception processes, Life dynamics, Habitus from Bourdieu and developed by Lahire, psychosociological processes and sociological factors (including cultural ones). We apply this model to the case study of a Community center in a French city where a serious conflict happens with the final consequence of the closure of the center.

In-depth case study by long conversations (more than interviews) with the main protagonists of the Community center and of the conflict. These talks have been completed by secondary sources and extended review of newspaper articles.

Our model revels to be pertinent to enlighten the multiple dimensions of the conflict. In particular, we show that the dynamics of interpersonal relationships is central in the conflict development and is embedded in multiple psychosociological processes (perceptions processes with deep perceptive divergences between people, personal construction of Social Identity by protagonists, group thinking, active minority construction, etc.). The sociological factors, as well of personal habitus, have an effect but are not determinants of people's behavior. People are partially conscious of the occurring phenomena but cannot be considered as omniscient, purely strategic actors.

1-Application of the conceptual model is applied only on one case study. 2-More attention should be given to prospective dimension of stories and storying (antenarrative).

The case analysis based on our reactional model of conflicts leads to point out several mistakes in the management of the considered organization and more precisely in the management of the conflictual relationships. Change of level 2 has been misconducted by the top manager of the Community center and we show which alternative decisions could have been made in order to avoid the burst of the conflict. More general conflict management methods can be deduced from our analysis.

Articulation of these different concepts in an integrated model has never been previously made neither applied in a case study.

Researchers have argued that video games have great utility for learning. Games promote experiential learning and can be used to facilitate active learning. This paper examines the potential of video games in education. In particular, it examines the benefits of game modding compared to playing and/or creating games. However, video game classes have been primarily attended by male students. This paper looks further into the gender issue regarding the use of video game modding in education. This is demonstrated through a course developed by the authors on game design. The main goal of the course was to introduce middle school and high school female students to IT and assist them in acquiring five basic IT skills. During the course, survey data was collected from participating students. Results from the surveys as well as analysis of student projects and anecdotal evidence suggest that using video game modding is successful in increasing self‐efficacy and motivation as well as teaching female students basic IT skills.

The purpose of this paper is to discuss issues related to entrepreneurial undertakings of women in the United Arab Emirates (UAE) with the purpose of contributing to the development of context-dependent knowledge of entrepreneurship. Focussing on the life narratives of two expatriate female business-owners who created a common enterprise, the case permits to uncover and critically assess the different stages of the entrepreneurial process in a unique cultural setting.

The authors employed a narrative case study approach to allow for a rich contextual information to emerge from the detailed accounts of individual lives and entrepreneurial experiences of case protagonists. Data were gathered from multiple sources (e.g. interviews, e-mail exchanges, web sites) and subsequently analyzed and coded into prevalent themes by two researchers and one assistant independently, permitting to achieve both data and investigator triangulation.

This case elucidates the entrepreneurial journey of two female expatriates who launched their individual businesses and joined efforts in the establishment of Heels and Deals (H & D), a network that helps UAE-based women-entrepreneurs reach their professional aspirations within a patriarchal society. The cofounders are now at a cross-roads where they have to make a choice between running their own businesses to secure their sustainability and focussing on H & D to lead its international expansion. The narratives of the case protagonists allow contrasting the discovery and creation views of entrepreneurship and examining the role of leadership skills and personality characteristics in entrepreneurial success.

Despite an increasing number of businesswomen in the UAE, little is known about the way they approach the complex entrepreneurial process and deal with challenges and opportunities faced on the road. The case bridges this gap by offering the possibility to reflect on how expatriate female entrepreneurs in a Middle-Eastern context balance multiple trade-offs to succeed in their business-related endeavors.

This study aims to examine the responses and perceptions of Israeli Arab teachers toward multicultural and educational issues concerning Jewish–Arab relations.

This study is a qualitative research. The study included 44 novice Arab teachers, who teach Hebrew in the Arab sector and are currently studying toward their masters’ degree at a teacher education college in northern Israel. The teachers were asked to read the novel Nadia by Galila Ron Feder–Amit. Published in 1985, the novel describes the complex integration of Nadia, an Arab village girl, into a Jewish boarding school, and it is narrated in first person. After having read the novel, the teachers were requested to answer the writing task, which addressed the character of the protagonist, the issue of teaching the novel in the Jewish and Arabic educational systems and the anticipated responses of Jewish and Arab students to the novel.

Phenomenological analysis of the teachers’ responses found that the reading experience was complex and resulted in a variety of responses toward the protagonist. Some were based on identification and appreciation, while others on criticism and judgment of the heroine’s restraint vis-a-vis the racism that she was experiencing. However, most of the teachers demonstrated moral courage and thought that the novel should be taught, as they viewed it as a bridge leading to understanding between the two nations. The teachers anticipated conflicting responses of Jewish and Arab students to the novel, according to the students’ political views and values.

These findings indicate that the educational system should include political texts relating to the Jewish–Arab schism, especially texts that voice the Palestinian narrative. This view differs from the current situation in both sectors, whereby the tendency is to avoid political texts while ignoring the Palestinian narrative.

The study shows that the reading experience of a political novel affords various and often contrasting responses with the teachers facing the didactic challenges. The teachers who participated in the study anticipated complexity of the reading and teaching process, yet were not deterred by it, particularly in view of the novel’s messages – striving to understand the “other” and to bridge a discourse between the nations.

Ficto-feminism is offered here as a creative method for feminist historical inquiry in management and organizational studies (MOSs).

This paper introduces a new method called ficto-feminism. Using feminist polemics as a starting point, ficto-feminism fuses aspects of collective biography with the emic potential of autoethnography and rhizomatic capacity of fictocriticism to advance not only a new account of history in subject but also in style of writing.

The aim of ficto-feminism is to create a plausible, powerful and persuasive account of an overlooked female figure which not only challenges convention but also surfaces her lost lessons and accomplishments to benefit today's development of theory and practice.

The paper reviews the methodological components of ficto-feminism and speaks to the merit of writing differently and incorporating fictional techniques.

To illustrate the method in action, the paper features a non-fiction, fictitious conversation with Hallie Flanagan (1890–1969) and investigates her role as national director of the Federal Theatre Project (FTP) (1935–1939). The FTP was part of the most elaborate relief programs ever conceived as part of the New Deal (a series of public works projects and financial reforms enacted in the 1930s in the USA).

This study aims to propose a novel way to explore the narrative structure of advertisements, a nascent area of research, through the protagonist’s emotional arc progression.

The multi-methods approach is used. In Study 1, the authors explore the basic universal emotional arcs through the analysis of narrative advertisements from six key economies. In Studies 2 and 3, the authors experimentally test hypotheses concerning the narrative structure and viewers’ attitudes toward the narrative using representative samples (317 and 193 ads, respectively).

The authors identify five broad emotional arcs of the protagonist in audiovisual advertisements. Different emotional arcs are found to induce different attitudes in the audience. Narratives ending in a positive mode and the narrative arcs with higher emotional shifts are more favorably evaluated by the audience.

The present study is limited to textual stimuli tested in a US population and does not consider protagonist characteristic portrayal.

Understanding consumer preferences for different emotional arcs can help practitioners to develop more clutter-breaking and relevant advertisements.

To the best of the authors’ knowledge, this study is the first to explore the narrative structure theory in the context of advertisements using a positivist approach.

This paper seeks to examine whether violence embedded in stories in ads can contribute to advertising effectiveness along the same lines as well‐researched ad elements such as the celebrity endorser and the physically attractive ad model. More specifically, the paper aims to assess whether violent content in an ad story adds to excitement perceptions and to overall evaluations such as the attitude toward the ad and the attitude toward the advertised product.

The paper uses an experimental approach comprising two studies in which participants were randomly allocated to ads with different levels of violence in an ad story.

The main finding is that representations of real violence (as opposed to staged violence) produced higher levels of excitement, attitude toward the story, attitude toward the ad, and attitude toward the advertised product compared with no violence. Such effects, however, were moderated by the level of congruence between the ad story and the advertised product; the highest response levels were obtained for ads with violent story content dealing explicitly with the advertised product.

The finding that violent stories in ads can have a positive charge is consonant with the assumption that violence is a narrative device that may heighten the excitement created by a story. It is also in accord with the observation that many consumers appear to relish stories with a violent content. Yet the main finding challenges existing research on violent ads in which violence consists of an image visually co‐exposed with a brand – and it questions the dominant approach in media violence research, which emphasizes the negative effects of media violence.

The purpose of this study was to explore negative and stereotype-threatening depictions of career women in Hollywood films. The study draws on stereotype threat research to reflect on how such portrayals might undermine women’s career aspirations and contribute to the glass ceiling’s persistence, and proposes an agenda for future research.

Bridging social role theories with conceptual models of films as social “texts”, the author explored depictions of 165 career women presented by 137 films, focusing on negative and potentially stereotype-threatening personal and professional characteristics and contexts.

Thematic analyses of film portrayals revealed negative and stereotype-threatening characteristics and contexts of career women, including their mean and conniving personalities, promiscuity, isolation, failures at intimacy and inability to balance work and family.

Limitations include the subjective interpretations of a single author, a broad exploratory focus and no empirical evidence of connections between film portrayals and career attitudes. Researchers are encouraged to deepen analyses of film portrayals and examine linkages with stereotype threat and career behaviours sustaining the glass ceiling.

Given the pervasive reach of the media and the potential for consumers to internalize its messages, the negative depictions documented here could bear an adverse effect on women’s career aspirations, contributing to the glass ceiling’s survival.

Questioning the role of the media, in particular the portrayals of career women in film, provides an additional angle to understand why the glass ceiling endures.