Search results

In January 2021, Spanish paid parental leave for fathers was fully equated with that for mothers. Is this facilitating working fathers developing an identity of caring fathers?

We conducted qualitative research based on 31 interviews with heterosexual fathers residing in Spain, who had a child from January 1, 2021 onwards, who cohabited with the baby’s mother, and who were salaried. We also added two mothers with the same characteristics and seven human resources managers from large companies.

There has been a rapid acceptance and normalization of the use of these new equalized leaves. For many fathers this has been accompanied by the experience of a greater sense of “being legitimized” to engage in caregiving. The intensity of this process could be subject to two opposing forces. One in favor, especially when fathers care alone for as long as possible; and one against, when fathers assume the role of the mother’s helper and when the support of significant and relevant others is lacking in several domains, including the work place.

Whether this ambivalence is resolved in favor of advancement could depend on how successful public policy is. Reforms of parental leave systems should encourage men to take on single-handed care, and companies should be encouraged to become more aware of the need for co-responsibility between fathers and mothers in childcare.

Spain now has one of the most gender-equal parental leave systems in the world. It is important to know what meaning new fathers are giving to this advance and to what extent this is facilitating the emergence of a caregiving masculinity.

The purpose of this paper is to contribute to thecomprehension of management education in the Global South, focusing on how contextual specificities, exemplified in the Colombian case, have driven curricular reforms. These reforms harmonize traditional practical training with a substantial emphasis on humanities education. to 

Using a historical approach, this study conducts a heuristic and hermeneutic analysis of historical primary documents from archives, secondary sources and interviews.

The curricular reforms in Eafit’s Business Administration program responded to the need to diverge from a model borrowed from the United States. This departure leads to organic transformations that empower the inclusion of humanities for holistic professional manager education. This holistic approach was aimed to equip graduates to address organizational challenges and unique local issues, transcending conventional boundaries of education.

This research serves as an initial exploration of a Global South case, laying the groundwork for future analyses of analogous cases. Comparative studies may eventually provide a more comprehensive understanding of management education beyond the Global North.

This work pioneers a relatively unexplored area of literature by investigating the history, unique aspects of business administration curricula and the role of curricular reforms within specific contexts. It is particularly pertinent in understanding the distinctive characteristics of business schools in the Global South. These institutions initially took inspiration from well-established American counterparts and literature reflecting Northern Global settings. However, they introduced innovations tailored to their local demands. This study spotlights the distinctive character of management education in Latin America, emphasizing a robust humanistic component.