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All gender identity is socialized, but anything gendered feminine is marginalized. In the United States, we live in a patriarchal culture that is bounded by binary gender identity. Up to this point, work on gender and education leadership has remained within the bounds of patriarchy, and thus been confined to binary, hierarchical gender definitions. This study pushes past prior work to advance a more complex and messy understanding of how identity impacts aspiring leaders in their careers. Using Carol Gilligan and Snider (2018) Listening Guide Method, this study of 18 aspiring school leaders of different gender identities, sexual identities, and races focuses on how gender identity and gender performance impact school leaders' career trajectories. A key finding of this study is that women, regardless of race or sexual identity, have difficulty finding mentors while men, regardless of race or sexual identity, are tapped by schools leaders and offered mentoring opportunities. This chapter posits a new framework for mentoring that will lead to more liberatory pipeline structures.

This paper employs human resources (HR) analytics to investigate the pathways through which high-potential managers ascend to C-suite positions, and how different developmental paths influence turnover among executives.

By combining job analysis and competency assessment with sequence analysis, the authors utilize HR analytics to analyze the work experiences of 53 general managers spanning 57 years (n = 2,742), encompassing various roles, job requirements, and 20 executive competencies attached to over 1,000 positions.

This study's findings reveal three distinct developmental paths that lead to the C-suite, characterized by differences in the content, context, timing, and complexity of work experience. Furthermore, the authors identify that a more complex developmental path tends to reinforce executives' competency in self-awareness while inhibiting their development of technical competency, ultimately resulting in reduced executive turnover.

By employing HR analytics to analyze empirical data embedded in job and organizational contexts, this study sheds light on the critical role of timing and complexity of work experiences in executive development. It also offers practical implications for firms seeking to optimize their leadership pipeline and reduce executive turnover by leveraging HR analytics effectively.

This paper aims to explore the voices of women describing the perceived barriers for advancing to leadership positions in healthcare.

A systematic search was conducted through Elton B Stephans Company (EBSCO) host research platform using the databases Cumulative Index to Nursing and Allied Health Literature (CINAHL) Complete, Medical Literature Analysis and Retrieval System Online (MEDLINE) Complete and American Psychological Association (APA) PsycInfo. Nine papers were selected for this review. Thomas and Harden's (2008) method of thematic synthesis was used drawing from eight qualitative papers and one mixed methods paper describing women's lived experiences in, or advancing to, leadership positions in the healthcare sector. Analysis was conducted using three steps of thematic synthesis: the inductive coding of the text, the development of descriptive themes and the generation of analytical themes.

Through the method of thematic synthesis, six descriptive themes (barriers) emerged: internalised feelings, work–life balance, lack of support, stereotypes, discriminatory behaviours and organisational culture. From these, three analytical themes were identified: personal, interpersonal and organisational.

This review looked at nine papers and documented women's voices. However, the women were in disparate geographical areas across the world and did not consider the specific cultural context in which the women were located. The healthcare sector is very large, and therefore, whilst there are shared commonalities, the disparateness could be a limitation.

Barriers were categorised as either structural barriers or attitudinal barriers to determine the policy and practice.

This research is crucial to better understanding what remedies need to be implemented to address gender disparity in the sector.

This study aims to examine the impact of knowledge and skills acquisition from youth leadership programs on the extent of training transfer. Additionally, it explores the role of self-esteem as a potential intervening mechanism in linking the acquired knowledge and skills to the transfer of training.

Using a non-probability purposive sampling, data were gathered from participants of youth leadership programs in Brunei. The study hypotheses were validated using multiple linear regression analysis and Hayes PROCESS macro.

The findings revealed that knowledge and skills acquisition positively affect the extent of training transfer among youth leadership program participants. Moreover, self-esteem is found to be a crucial mediator in the relationship between knowledge and skills acquired from youth leadership programs and the extent of training transfer.

The study suggests that to optimize the transfer of training in the youth leadership programs, relevant stakeholders – training providers, and practitioners – must prioritize not only the knowledge and skills acquisition but also the cultivation of participants’ self-esteem. To achieve this, a primary focus should be placed on the criticality of designing such programs to address these factors. Policymakers, particularly in Brunei, can enhance the leadership pipeline among the youth population and expedite progress toward achieving the national vision by aligning leadership development initiatives with the broader national development agenda.

Collectively, this study enhances understanding of training transfer in youth leadership development, an often-overlooked area in the literature.

The purpose of this study was to examine the lived experiences of working mothers during the first year of the COVID-19 pandemic and assess their perceptions of the types of training opportunities that would help advance their careers as they navigated pandemic-related challenges.

In study 1, 53 participants responded to an online survey that included open-ended questions regarding the impact COVID-19 has had on their careers and desires they have for training to ameliorate these concerns. For study 2, 10 participants completed an interview that included open-ended questions regarding workplace changes and professional development/training opportunities since the pandemic.

Thematic analysis showed mothers facing several setbacks in their careers, including delays, loss of hours and wages, childcare stressors and strained or lost relationships with colleagues and supervisors. A small number of participants also reported some surprisingly positive experiences, such as a push toward career innovation. Participants reported little to no exposure to career development opportunities and expressed a desire for training for leadership and interpersonal connection in the workplace.

Although quantitative data have been helpful in identifying and quantifying growing gender gaps in work during the pandemic, the qualitative analyses the authors used highlight how recent difficulties encountered by working mothers risk a growing gender gap in work and career mobility as women in the leadership pipeline struggle with challenges. Further, the findings suggest ways that women in management can support the working mothers on their staff, including by suggesting ways additional training may address some concerns.

Women leaders are critically underrepresented in academic leadership, and the leadership of diverse groups of women has been profoundly undervalued. Women of color leaders within higher education face a double bind of racial and gender disparity and biases within the education workforce and their institutions. This chapter situates leadership in the education workforce and the process of women of color becoming leaders within an understanding of intersecting social identities and intersectionality. At all levels of higher education, women of color, particularly Black women, have increased over time and present an opportunity to understand how their intersecting identities, feminist standpoint, and collective community contribute to increased racial diversity, gender diversity, and inclusive workplaces.

The case describes the internal growth workshop initiative at Vedanta Group. Anil Agarwal in 1976 founded Vedanta as a scrap-metal dealership in Mumbai (then Bombay). Over the years, Anil pursued a very aggressive growth journey with a vision to create a leading global natural resource company. The principal objective of discussing this case is to understand how Vedanta introduced this initiative and how it fits within the strategic human resource management at the group.

Despite the significance of a gender-diverse workforce, there is a lack of comprehensive review of gender diversity and women's career advancement literature. Moreover, past literature focuses on women-on-board and other subsets based on outcomes like firm financial and non-financial performance, corporate social performance and board interlocks. The purpose of this study is to examine the research on gender diversity and women's career advancement through an analysis of 143 articles published during past decade. Theoretical frameworks, contexts and constructs-based contribution to scholarship were reviewed. The authors attempt to highlight key theories, constructs and contexts and provide direction for future research.

A comprehensive systematic literature review of 143 articles spanning January 2008–March 2023 about gender diversity and women’s career advancement was conducted.

Majority of the past studies have focused on women on board and top management team, and most of them have been conducted in the context of the USA and China. There is no specific industry which has been covered extensively. Resource dependency, resource-based views and agency theories are the primary theoretical frameworks used in the past studies. Furthermore, these findings suggest the scope to further focus on women’s retention and career growth initiatives, especially at levels other than top levels, for a stronger leadership pipeline.

This study has been conducted with a focused analysis of the context, constructs and theoretical frameworks, enabling future researchers to decide how and where to focus, to now strengthen retention of women.

Countries in Africa have undergone an unprecedented transformation that has shaped the continent as they move ahead from the clutches of colonialism. The evolution of leadership and how organisations function optimally has given rise to the review of leadership approaches and practices, revolutionising its position in the global markets. With the recent spate of global suffering from the pandemic, the formal and traditional work structures are becoming transient. At the same time, the economic consequences of the Russo-Ukrainian crisis have catastrophic effects globally.

The research was conducted via a systematic review of scientific sources from various academic websites. Eligibility criteria were defined with the agreement of pertinent themes and concepts.

By evaluating and analysing characteristics and success indicators from the blend of leadership competencies ascertained from Afrocentric principles in response to African associated problems, Africa can cement its leadership concepts without following the global north principles. These philosophies are resilient enough to contend with a range of VUCA (volatility, uncertainty, complexity and ambiguity) complexities, including the impact of the recent global pandemic of immeasurable proportions and the prospect of war as the Russo-Ukrainian conflict intensifies.

Within the African environment, there is a greater focus on the human element in shared values, holistic well-being, cooperation and experience. The global community band together to deal with these complexities. This is a typical example of global connectedness with positive and negative connotations.