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This paper aims to reveal gendered leadership constructs that hinder a competency-based view of leadership in Swedish-based global companies and the implications for leadership recruitment and development to top management positions.

The paper is based on qualitative semi-structured interviews, which have been analyzed using a gender analytic framework to identify how senior management, Human resource management and leadership trainees are discussing leadership and career development.

Three themes were identified as clouding the issue of gender-equal leadership practices thereby creating an opaque gendered lens of who is defined as eligible for leadership positions. The three themes were: symbols as gendered images, counting heads – preserving the existing system and illusive gender inclusion.

Recruitment practices were identified as contributors to homosocial practices that perpetuate male-dominated leadership representation. However, specific recruitment practices were not fully explored.

The potential use of gender equality as a sustainable management practice for competitive organizations to recruit and develop talented people.

To create resilient and gender-equal recruitment and leadership development practices.

This research offers an original perspective on gender representation at the senior management level in global companies by revealing gendered leadership constructs in the leadership recruitment and development process as antecedents to unequal gender representation in senior management positions.

The purpose of this paper is to adopt a holistic diversity lens with the aim to enhance the understanding of the multifaceted paradigms for diversity management at the tertiary level.

This contribution takes the inspiration of existing diversity paradigms used in business settings and relates them to higher education. It then articulates them in greater depths in line with the diversity segments of the so-called higher education awareness for diversity wheel and seeks a common denominator that may be shared across disciplines by adding an eclectic and context-specific approach.

It was identified that the underlying assumptions which constitute the commonly known diversity paradigms are only partially applicable for the tertiary level. It is further suggested that in view of the highly dynamic kaleidoscope of higher education institutions, multiple, at times conflicting rationales for diversity management need to be addressed.

This paper seeks to address the paucity of studies with regard to diversity management at the tertiary level. By drawing on relevant paradigms and relating them to specific diversity segments, this study intends to make a meaningful scholarly contribution to the existing body of knowledge.

Sexual harassment and violence are taboo topics at German universities. Accordingly, there is a large gap in research on the prevalence and functioning of sexual harassment and assault in higher education as well as on social, cultural, and organizational conditions that foster and reproduce gender-based violence at universities. Previous research and our own data suggest that there is a perception among students, faculty and staff that normalizes, trivializes, and even legitimizes the problem. Based on a quantitative survey with students on the prevalence of sexual harassment and violence as well as the results of our analysis of how German universities deal with the issue, we relate this perception to the organizational structures of the higher-education system and discuss historically evolved hierarchies and androcentric structures as well as their reformulation in the wake of neoliberalization as causal for the tabooing and hiding of sexual harassment at German universities.