Katarzyna Bachnik, Isa Moll and Jordi Montaña
Because of the differing perceptions held by each position or professional subculture, forming a collaborative and productive workplace with design and management teams can be…
Abstract
Purpose
Because of the differing perceptions held by each position or professional subculture, forming a collaborative and productive workplace with design and management teams can be challenging. In light of these anticipated obstacles to success in the workplace, this paper aims to ascertain the prospects for common undertakings within a business.
Design/methodology/approach
This paper reports on an analysis of a survey conducted among design and business students who had the opportunity to work together on a joint project and present their recommendations for an actual market-based organization.
Findings
Despite differences between the groups, there is a common understanding of organizational goals and willingness to undertake a joint effort to achieve them. This is accomplished through leveraging one another’s professional expertise, building trust through finishing the business projects and discovering tangible end results. Any evident differences between the groups seem to complement one another, thus creating common ground for effective collaboration.
Research limitations/implications
This is a study of a limited number of students enrolled in two universities in Spain. To ensure generalizability, research extended to more higher education institutions is needed.
Practical implications
The authors strongly believe that students are the future of business. As a result, understanding how they perceive any tension, integration or responsibilities of design and management helps with curriculum development two-fold: first, student perceptions help address any issues that can increase or hinder chances for efficient collaboration; second, student perceptions address the larger issue of design–management integration in business.
Originality/value
The authors studied a unique environment for collaboration beyond traditional organizational divisions and allowed study behaviors of students representing two professional backgrounds.
Details
Keywords
Ted Ladd, Katarzyna Bachnik, Amanda Nimon-Peters and Sonia Scrocchi
This study examined the relationship between pedagogical self-efficacy and student course evaluations among an international sample of management education faculty. We also…
Abstract
Purpose
This study examined the relationship between pedagogical self-efficacy and student course evaluations among an international sample of management education faculty. We also investigated gender’s moderating role in this relationship and its impact on the development of pedagogical self-efficacy.
Design/methodology/approach
We conducted semi-structured interviews with 20 professors at an international business school, identifying three subdomains of pedagogical self-efficacy: course design, classroom management, and feedback provision. We designed a 25-question faculty survey to measure pedagogical self-efficacy, administered it to 84 faculty members, and analyzed the data alongside 20,000 student course evaluations.
Findings
All three pedagogical self-efficacy domains significantly predicted student course evaluations. The self-efficacy of female faculty had a positive relationship with course evaluations across all subdomains. In contrast, the self-efficacy of male faculty had a negative relationship with course evaluations on the course design subdomain. Student evaluations of courses taught by women were 10% lower than those taught by males and male faculty had significantly higher self-efficacy ratings than their female counterparts.
Practical implications
The results suggest that interventions designed to boost pedagogical self-efficacy can enhance student learning, irrespective of faculty gender. However, given biases in how students perceive female faculty, it is likely that female and male faculty members develop self-efficacy differently.
Originality/value
This study is the first to examine how pedagogical self-efficacy affects course evaluations, focusing on gender as a potential moderator. We also added an international higher education perspective to self-efficacy theories.
Details
Keywords
Katarzyna Bachnik, Liza Howe-Walsh, Lisa Critchley, Marisa Alicea, Maria Guajardo and Christa Ellen Washington
This study aims to explore the individual lived crucible experiences of women leaders in higher education (HE) and business as the catalyst to investigate organisational…
Abstract
Purpose
This study aims to explore the individual lived crucible experiences of women leaders in higher education (HE) and business as the catalyst to investigate organisational inequality regimes that prevent women leaders from fully participating, contributing and flourishing at work. Drawing upon Bolman and Deal’s four-frame theoretical organisational model, this study analyses women’s lived crucible leadership experiences to better understand the organising processes and practices that render intersectionality invisible that reinforce and perpetuate inequality regimes.
Design/methodology/approach
A collaborative autoethnographic research method was selected for data collection. The research team members each selected one significant crucible moment from their professional career and used the Gibb’s six-part reflective cycle to document their narrative and reflect on their leadership experience. A reflexive thematic analysis was used based on Braun and Clarke’s six phases.
Findings
The study features the importance of creating a climate in organisations that acknowledges the need for greater equity, diversity and inclusion (EDI) to support women leaders. Four global themes emerged from the analysis of the leadership narratives: organisation, power dynamics, emotional distress and perseverance and intersectionality. These themes illuminate a greater understanding of organisational life for women and confirm the presence of inequality regimes of gender and race.
Originality/value
This is the first study to explore the impact of women leaders’ crucible experiences through the lens of the Bolman and Deal’s model that highlights the need to consider an EDI lens as the fifth frame.