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Women are dramatically under‐represented in upper level managerial positions. Although they comprise about one‐third of all managers and professionals in the work‐force…
Women are dramatically under‐represented in upper level managerial positions. Although they comprise about one‐third of all managers and professionals in the work‐force (Hellwig, & Tedeschi, 1986), women seem to confront a “glass ceiling” when they seek high level managerial positions. According to a recent survey of the 1,000 largest companies in the United States, less than 4% of their upper level managers are female (“Ten years later”, 1990). A more subtle problem, but one of equal concern, is the way in which women who do achieve managerial positions may be treated. There is good evidence to suggest that, relative to their male counterparts, many female managers encounter serious problems in areas such as pay, prestige of their positions, and evaluations of their abilities and performance (see, for example, Mount, & Ellis, 1989; Wittig, & Lowe, 1989).
The purpose of this study is to improve the understanding of stakeholder engagement in the context of sustainability reporting (SR) for higher education institutions…
The purpose of this study is to improve the understanding of stakeholder engagement in the context of sustainability reporting (SR) for higher education institutions (HEIs), together with the materiality principle and stakeholder expectations.
This research uses an exploratory approach based on content analysis, a case study and descriptive and inferential statistics.
Three key findings come out of this research. First, the results indicate that HEIs use diverse criteria for grouping stakeholders and that stakeholder engagement is a heterogeneous process. Second, the expectations of internal stakeholders align with the material aspects of SR. Finally, among internal stakeholders, students and academics disagree on the prioritisation of some sustainability aspects, with non-academic staff adopting an intermediate position.
This analysis improves our knowledge of stakeholder engagement in HEIs. It helps to identify the relevant impacts of stakeholder engagement, enhances the quality of reporting and encourages a real dialogue with stakeholders.
The study examines stakeholder engagement and how the materiality principle is adopted by HEIs through SR. Furthermore, it compares these results with stakeholder expectations, considering the discrepancies between stakeholders. The results open the way to future research to explore the potential conflicts and collaborations between and within stakeholders to advance towards more sustainable institutions in the higher education sector.