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Notes that women have made significant inroads into Australian library management over the last decade. Identifies a double‐glazed glass ceiling in Australian libraries and an organizational culture inhospitable to women as managers. Reports on investigations with 20 successful women managers to explore these concerns further. Finds that while management is still presumed to be a full‐time occupation which demands an individual’s total commitment, stories of the women in many instances reveal interruptions for childbearing and child‐rearing. Questions the meaning of “success” in organizational discourse. Highlights the need for a comparative analysis between male and female librarians in terms of career development.

To provide a critical review of existing contributions to gender and change management and in doing so highlight how organizational change needs to be read more readily from a gendered perspective.

This paper argues that gender has received little attention regarding the change management side of managerial practice and reviews recent contributions to gender and change to demonstrate this. The paper then questions how men and women both cope with and drive change and whether the identified differences are more than superficial. The concept of gender is then read into management theory in order to understand how gender affects the way managers think and act, and the gendering of management is discussed. The paper concludes by outlining future research areas – change agents, entrepreneurs, female innovators, psychoanalytic treatments of change and gender experiences.

The paper finds that traditional and dominant conceptions of masculine and feminine values that rely on static conceptions of gender to argue that more attention to be paid to the dynamic and the genderful approaches.

The paper concludes by outlining future research areas – change agents, entrepreneurs, female innovators, psychoanalytic treatments of change and gender experiences.

Draws much needed attention to the neglect of gender in change theory and practice and suggests some ways forward.

Offers a unique introduction to an important but complex literature that needs to be integrated into change management practice.

Few research has addressed the factors that undermine people’s subjective perceptions of career success. Hence, the purpose of this paper is to further illuminate the issue of career barriers in perceptions of career success for a specific group of professionals: academics.

This study adopts an interpretative-social constructionist methodology. Complementarily, it was employed a phenomenological method in data gathering and analysis – with the use of in-depth interviews and a theme analysis. The research was undertaken with a group of 87 Portuguese academics of both sexes and in different stages of their academic careers.

The findings pinpoint the existence of multi-level barriers encountered by the academics when trying to succeed in their careers. The interviewees mentioned particularly the organizational-professional career barriers pertaining to three general themes: poor collegiality and workplace relationships; the lack of organizational support and employment precariousness; and the career progression standards and expectations. At the individual life cycle level the interviewees referred to the theme of finding balance; at the same time, the gender structure was also a theme mentioned as an important career barrier in career success, particularly by the women interviewed.

One of the limitations of this research is related to the impossibility of generalizability of its findings for the general population. Nevertheless, the researcher provides enough detail that grants the reader with the ability to judge of its similarity to other research contexts.

This research highlights the role played by distinct career barriers for a specific professional group: academics. This has implications for higher education policy-makers and for human resources managers in higher education institutions.

The current study extends the literature on career success by offering detailed anecdotal evidence on how negative work experiences might hinder career success. This research shows that to understand career barriers to success it is useful to consider multi-level factors: organizational-level factors (e.g. poor collegiality and workplace relationships); individual-level factors (e.g. life-cycle factors such as age/career stage); and structural-level factors (e.g. gender).

The aim of this paper is to examine the influence of gender culture and gender subtext on the career trajectories of women. It examines the organization as an arena in which underlying cultural processes maintain gender distinctions and barriers, thereby limiting the efficacy of policies specifically designed to increase the number of women at senior levels.

This paper draws on the findings of a qualitative case study of the perceptions of women's career trajectories in an Australian financial services organization. by examining the gender subtexts of organizational documentation we analyse the impact of gender culture, specifically the gender structure of the organization, gender identities of women managers and gender symbolism in organizational texts.

The findings highlight the way an organization's gender culture legitimate continuing gender distinctions and impose pressure on women to comply with masculine behavioral norms, while accepting gender distinctions and arrangements that reproduce inequalities.

The findings illustrate that despite the case study organization being awarded for “best practice” in gender equity, the masculine gender culture of the organization indicates that systemic change to support the advancement of women is still strongly needed. Given that this case study is used as an illustrative example, future research should be mindful of the uniqueness of this particular context.

These findings provide insights into the way the goals of equity legislation, policies and programs can be undermined by the distinct gender culture of an organization.

Describes case studies of three organisations, exploring the role of organisational culture as a framework for the inclusion and exclusion of actual and potential organisational members. To explore common understandings of culture, methods included: repertory grid, group discussions, documentary evidence, discussion with informants, and observation and reflection by the author. Both the culture‐as‐variable and culture‐as‐metaphor perspectives are used respectively to analyse and interpret the data. A number of processes were found significant in the promotion or otherwise of diversity. Significant symbols in each organisation are explored, and theoretical and practical implications are discussed in relation to managing diversity.

There is a meager body of research addressing the role educational leadership preparation programs in colleges and universities play in preparing women leaders. Also educational leadership preparation research has yet to explore ways in which mentorship provides additional capital for female graduate students. This study seeks to understand the challenges facing, and the opportunities available to, female graduate students in educational leadership departments.

The study used qualitative methods to explore the constructs of educational leadership preparation and mentorship of female graduate students. Qualitative methods, specifically a questionnaire and a collaborative focus group, were informed by the work of feminist theory and were used to explore participants' experiences and perceptions with the larger purpose of understanding the implications of their experiences for the development of strategies and programs intended to support female graduate students.

The following themes emerged from the participants' stories: constraints within the organizational culture, personal and familial sacrifice, struggles with identity, questioning self, and experiences with mentoring.

The findings have important implications for the roles university leadership preparation program structures might play in supporting female graduate students and their career success. The findings also offer recommendations for the development of mentoring programs for female graduate students.

Currently, there is an exceptional lack of research documenting the lived experiences of female doctoral students, particularly research that can be used to inform policy and program development. To that end, the qualitative study described in this paper helps in understanding the challenges facing, and the opportunities available to, female graduate students in educational leadership departments as well as in understanding the implications of such experiences for the development of strategies and programs intended to support female graduate students.

This paper uses a Difference Approach and Bourdieu's habitus theory to analyse the experiences of women working in the advertising industry with a particular focus on employee relations such as social interactions in advertising offices, banter and career barriers.

Thirty-eight qualitative interviews were conducted with women from the advertising industry in England, exploring both the employee and managerial perspectives on social interactions. Women were asked about their office culture, including networking expectations, dress code, banter, social interactions and potential career barriers such as exclusion from business decisions and having to work harder to succeed. Thematic analysis has been used to analyse data.

Thematic analysis revealed two themes, patriarchal culture in advertising offices and gendered social interactions and banter. Women believe they are excluded from business decisions and perceive career barriers in office culture grounded in masculine banter and masculine social interactions. Similar themes emerged regardless of women's length of experience or role within the organisation suggesting a problem with the masculine work culture in the advertising industry in England. Besides, women tend to prefer different social interactions to men, but find masculine interactions domineering advertising offices.

Employers should consider implementing new internal policies on communication and behaviour in offices to create a more inclusive and respectful culture. More consciousness-raising is needed to make women aware that inequality is more than just a pay gap and glass ceiling, but also the structure of the organisation and the office culture.

The paper contributes towards a better understanding of the impact of social interactions in the office on the work culture with a case study from the advertising industry. The paper points towards differences in communication and social interactions between men and women and the fact the masculine form of social interactions and banter dominate advertising offices.

To the best of author's knowledge, this is the first paper tackling office culture in the advertising industry in England using the Difference Approach and Bourdieu's habitus theory.

The purpose of this article is to report a study of the strategies members of principal selection panels use to select the best candidate for a principal position.

The study draws on both qualitative and quantitative data. The quantitative analysis drawn on data collected from school supervisors and school principals confirmed a four‐factor structure and qualitative interview data was used to supplement findings.

In order of importance the strategies employed by selection panels were: panel professionalism, the interview, making the cut and pre‐interview.

Findings indicate that the selection component of principal recruitment remains at best an uncertain science. Tensions endure between beliefs and perceptions of panel members from different backgrounds. These include beliefs about competence and level of involvement in important activities such as short‐listing. Relational ties, religious affiliation and values congruence are important to members of selection panels, but we are unsure of the influence these have on the quality of successful applications. It seems that at a minimum they may reduce the pool of “real” applicants.

The study provides useful information on the strategies members of principal selection panels use to select the best candidate for a principal position.

Despite the well‐documented resistance to feminism and gender equality within universities, the profound implications for feminist academics have not received sufficient attention. In this paper the author aims to focus on the inauthentication of feminist academic work by powerful actors in higher education and the implications for feminist academic careers. The author illustrates through her professional experience at a UK medical school how the othering and exclusion of feminists, sustained through surveillance and power mechanisms of organisational life, can disrupt and interrupt feminist academic identity.

This is a reflective piece of work that attempts to illustrate the author's experiences of occupational segregation and marginalisation within a patriarchal and an emerging “entrepreneurial” academic department. The author attempts to represent her lived professional experiences as a feminist academic in a medical school, through the use of narrative and metaphors.

Drawing on notions of othering, interrupted and storied subjectivities, the author illustrates how gendered expectations and constructions of academic performance and success within patriarchal organisations can “make up” and “break up” the professional self and affect the nomadic nature of academic careers and identities.

This paper contributes to theory about workplace identities and practice of gender equality in academia.

The author illustrates how the intersections of identities (feminist, social scientist, woman) can shape personal stories, professional experiences and careers within universities. The author demonstrate how personal stories can uncover gender inequalities and challenge dominant paradigms of knowledge and research within a micro‐web of emotionality and power relations.

Australia has to find solutions to a critical shortage of school principals, and to this end, governments are spending millions of dollars on the development of leadership standards and professional learning programs. This article focuses on the ‘disengagement’ problem and examines the disincentives for aspirants to undertake the role and for incumbents to continue in the role. Various responsive measures are critiqued, and alternative proposals that arise out of discussions with principals are discussed.