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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.

This study draws on the author's experiences building rapport through online chat for data collection for the author's doctoral dissertation. The author contacted ten Korean women via online chat to recruit and faced the most challenging situation; building rapport. As the Millennial generation is known as being tech-savvy or digital natives, the author actively used emoticons (pictorial representations of facial expressions using characters) with potential interviewees and completed ten interviews. Therefore, this paper offers a new qualitative interviewing method in feminist research.

The paper briefly reviews the works of literature on interviewing women on sensitive topics and building rapport before the interview. Then, the author introduced using emoticons to create rapport during the data collection process and how a non-traditional approach positively impacts the interviewer and interviewee before, during and even after the interview.

Women participants' responses and behaviors differed after building a rapport through an online chat. They were willing to share their personal stories and memories with the interviewer even though the interviewer did not ask.

This study provides a stepping stone for developing an account of the new qualitative methodological approach, specifically feminist qualitative research.

Few studies have described how qualitative researchers create a rapport in virtual space, specifically using emoticons. Also, this study suggests a new methodological approach since nonverbal communication in online chat is inevitable when interviewing people in qualitative research.

This chapter engages cosmopolitan and feminist paradigms of knowledge production through their shared ethics of social justice, equality, and diversity, promoting integration into an emerging postdisciplinary focus on embodied cosmopolitanism(s) as a promising way forward in tourism studies. Cosmopolitan paradigms theorize the dialectics of cultural diversity and universal rights, while feminist cosmopolitanism focuses on gender and sexuality equality and difference within this intersection. An embodied approach combines work on “the body” and “situated embodiment” with the cosmopolitan to embrace all human differences and acknowledge that the researchers’ own embodied cosmopolitanism affects research questions, ethics, and praxis toward transformation in research communities and the academy.

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Authors’ note: To capture the collaborative feminist process in writing this article, we list authors’ name alphabetically rather than the traditional presentation of lead author first.

We use Third World, Materialist, and Poststructuralist feminist perspectives with an intersectional transnational lens to analyze our self-reflections about feminist pedagogy and the messy business of conducting our research. We draw on student participant interviews and responses to follow-up questions to support key arguments.

Much feminist pedagogy discourse constructs consciousness-raising and empowerment as positive. However, our research indicates our students’ experiences of these processes as well as our own as teachers and researchers is contradictory; outcomes are often unintended and not always positive, despite our best intentions.

Our work seeks to destabilize problematic notions of empowerment and consciousness-raising by contributing accounts of how feminist pedagogy impacts students in sometimes negative, unintended ways. These contributions should be utilized to better understand power relations between students and teachers, as well as refine pedagogical approaches to best address and reevaluate their impacts on students.

Rather than perpetuate decontextualized and overly optimistic notions of feminist pedagogy, consciousness-raising, and empowerment that fail to capture the complexities and contradictions of women’s lives and the gendered relations in which they participate, this chapter stands as a call to feminists to problematize their key concepts and practices and lay them open to critique.

When I began to think about this chapter, and to consider the impact of negotiating boundaries in my recent PhD research, there were a number of pertinent issues which could be understood in terms of ‘boundaries’. This chapter therefore considers the negotiation of multiple boundaries, in both the research process and the outcomes of development research. Using the case study example of research with a group of grassroots women health promoters, I explore the ways that adopting a qualitative feminist methodological approach served to unsettle boundaries within development research and development practice. As a feminist researcher, one of my key preoccupations has been negotiating and making visible issues of power and positionality in the research process, conceptualised here in terms of a series of boundaries. As this is something with which feminist researchers have struggled for over 20 years (see, e.g., Oakley, 1981; Acker, Barry, & Esseveld, 1983), I do not claim to offer any solutions to these issues, but rather this chapter will provide a discussion of how these dynamics and dilemmas were played out in the context of my own fieldwork. England (1994) highlights the importance of reflecting on the position of the researcher, and her role in the research process, as an integral part of producing qualitative research, and Rose (1997) suggests that this reflexivity should lookboth ‘inward’ to the identity of the researcher, and ‘outward’ in her relation to her research and what is described as ‘the wider world’. (Rose, 1997, p. 309)

This chapter will explore how different feminist theories and theorists have informed what counts as research, what is defined as a research issue, and methodological approaches to research in higher education. It will consider the theoretical and methodological tools feminist academics have mobilized in order to develop more powerful explanations of how gender and other forms of difference work in the relation to the positioning of the individual, higher education and the nation state within globalized economies. It pays particular regard to the feminist political project of social justice.

The purpose of this study is to examine how feminist attributes are expressed within entrepreneurial identity.

The study employed a purposive sampling technique to recruit 15 self‐identified “feminist entrepreneurs”. This included retailers, manufacturers, exploration operators, consultants, and professionals. Qualitative data were subject to content analysis.

Contrary to a feminine archetype portrayed as caring and nurturing, respondents do not describe themselves as typically portrayed in the feminist literature. Prevalent themes included participative leadership, action‐oriented, and creative thinker/or problem solver.

Researchers should use caution in assuming feminist discourse has direct application to characterizing or stereotyping “feminist” entrepreneurs. The applicability and reliability of “off the shelf” psychometrics to describe contemporary gender roles across the myriads of processes associated with venture creation must also be questioned. Limitations: the purposive and small‐sample limits the generalizability of findings to the diverse community of female entrepreneurs. Testing of the applicability, validity, and reliability of the nomenclature used to describe self‐identity is warranted across international samples of feminist entrepreneurs.

The current study provides an inventory of feminist entrepreneurs' self‐described leadership attributes. The nomenclature can be used by women‐focused trainers to help clients to recognize their entrepreneurial attributes.

The study may assist women in recognizing identity synergies and conflicts (e.g. within themselves and among family, employees, clients, etc.).

This is the first study that documents feminist entrepreneurs' leadership attributes. As such, the work is a step in seeking to reconcile feminist theory and entrepreneurial practice.

My feminist, narrative research privileges women’s voice. It comprises a cross‐cultural narrative analysis of 11 Mongolian and 11 Australian women’s stories of survival, recovery and remaking of self following domestic/intimate partner violence. With a major focus on narrative identity, I identified plots and themes of individual autobiographical narratives, as well as relevant canonical narratives (general stories of lives arising from dominant discourses in a particular culture). From these elements I created a meta‐narrative which constitutes the body of the research report. The strength of this narrative research method was to elicit narratives of women’s journeys through and beyond domestic violence. The research process involved myself as researcher, as well as participants themselves, bearing witness to and reflecting on the women’s stories. Particularly empowering for participants was hearing and responding to their own stories and the sharing of stories among participants. In this article I give an overview of my theoretical approaches and research methods, tell the story of conducting the research and give a brief summary of my findings and conclusions.

Pressing sustainability issues face the 21st century, as identified by the Millennium Development Goals and its post initiatives, and ethical principles related to fairness, equity, and justice are increasingly important to address climate change and resource scarcities. Yet, such ethical dimensions remain surprisingly little addressed in the tourism literature. Ecofeminist critique offers insights into this gap, identifying historical antecedents in patriarchal, Enlightenment-driven discourses of science where positivistic approaches facilitate the control and use of nature and women. This chapter draws from this critique to propose a preliminary, justice-oriented framework to resituate sustainable tourism within an embodied paradigm that covers intangibles such as emotions, feelings, and an ethic of care.