Roisin Donnelly and Anthony Ryan
This study considered the use of video conferencing virtual backgrounds with employees located in a large multinational corporate organisation in Ireland and the USA to discern if…
Abstract
Purpose
This study considered the use of video conferencing virtual backgrounds with employees located in a large multinational corporate organisation in Ireland and the USA to discern if background images evoking gendered stereotypes of leadership can cue stereotype threat in female technology workers undertaking a leadership activity, thus negatively effecting performance. This study aims to contribute to the body of research on stereotype threat by establishing whether virtual backgrounds used in video conferencing software are inherently identity safe or whether their use could have a negative performance impact on marginalised groups.
Design/methodology/approach
Using a mixed methods research design with 22 participants in two countries working in the one large organisation, using two quantitative methods (an experiment and a survey) and one qualitative method (semi-structured interviews), the study examined the relationship between performance on the leadership activity and exposure to gendered backgrounds on a video conference call.
Findings
It found that female leaders undertaking a leadership test experienced more anxiety and achieved lower scores on average when exposed to a male-gendered virtual background compared to male colleagues or female leaders exposed to a female gendered background. It was also found that these leaders were aware of the stereotype of leadership being White and male, and showed symptoms of prolonged exposure to stereotype threat in the workplace. While the authors still are working through a post-pandemic environment, it may be judicious for organisations to restrict the use of virtual backgrounds to identity-safe ones, specifically chosen by the company.
Research limitations/implications
The study makes several practical recommendations, indicating actions which can be taken at the individual, team and corporate levels. Re-running this experiment in a more controlled environment with a larger sample set could yield more definitive, statistically significant results and contribute more to the literature.
Practical implications
Some individual impacts were found via the interviews. Male leaders in the organisation need to do more to mentor and endorse their female colleagues. By doing this, they can counter the negative effects of solo status and the subsequent performance degradations of their female counterparts, while also setting an example for other leaders. Participation in the mentoring programme and initiatives such as Dare and value, inclusion, belonging, and equity should be encouraged and supported. Reverse mentoring should also be encouraged among the population of male leaders to aid in allyship and bias-awareness.
Social implications
Teams should note that a democratic vote is not always the best way to decide on the names of teams, projects or meeting rooms. These may skew towards niche interests that can serve to alienate members of the team who do not associate themselves with that interest. Rather, the teams should strive to be fully inclusive and educated on the need for identity-safety. Team events may also serve to alienate members if teams are not mindful of the need to be inclusive. Activities, such as “go-kart” racing and physical or competitive team events have been highlighted as unsuitable for some team members, and should be avoided in favour of inclusivity.
Originality/value
A significant body of research has documented the effect to which stereotype threat can be triggered by both the physical environment and by the use of various technology media. However, there is a dearth of research exploring the relationship between stereotype threat, defined as “the concrete, real-time threat of being judged and treated poorly in settings where a negative stereotype about one’s group applies” (Steele et al., 2002, p. 385), and video conferencing software features, such as virtual backgrounds.
Details
Keywords
Linda F. Edelman, Róisín Donnelly, Tatiana Manolova and Candida G. Brush
Women-led companies receive less than 5 per cent of early-stage equity investment. This paper aims to explore the disparity in equity funding between men- and women-led companies…
Abstract
Purpose
Women-led companies receive less than 5 per cent of early-stage equity investment. This paper aims to explore the disparity in equity funding between men- and women-led companies, using a social identity perspective, complemented by insights from signaling theory. We argue that in the angel group context, which is male-dominated, gender stereotypes may bias angels’ interpretation of the signals sent by entrepreneurs, so that entrepreneurial ventures led by men are more favorably evaluated, thus excluding women entrepreneurs from funding. The ideas are tested on a sample of 358 entrepreneurs who applied for funding from a northeast US angel group using perceptual data from both sides of the investment dyad. Findings suggest that angel investors view women-led entrepreneurial ventures as having less legitimacy, even though we see no difference in actual legitimacy across ventures.
Design/methodology/approach
The ideas are tested on a sample of 358 entrepreneurs who applied for funding from a northeast angel group using perceptual data from both sides of the investment dyad.
Findings
The findings suggest that, in the context of angel investing, there is a subtle bias that follows from the perceived stereotype between being female and the ability to lead a legitimate new venture. Thus, this study tests the tenets of the social identity theory by finding that mostly male angel investors act in accordance to their gender prescribed roles when they evaluate businesses presented by women entrepreneurs providing some evidence of “in-group” and “out-group” effects and stereotypes.
Research limitations/implications
The findings continue the conversation about biases toward women in early-stage financing by using a social identity lens to look at the way in which adopted identities lead to particular outcomes and stereotypes. The authors have used the context of angel investing to test these ideas, finding some support for their contention that gender is pivotal when angels are making investment decisions. For researchers, this study suggests that gender should not be used solely as a control variable, but instead should be the focus of the inquiry itself.
Practical implications
For practitioners, this study reminds women seeking angel investment that they are not playing on a level field and so they should do all that they can to enhance the legitimacy of themselves and their ventures.
Originality/value
The authors contend that within an angel group that is composed of predominantly men, role stereotypes of entrepreneurs as masculine will be expected, therefore creating gender biases against women. The authors expect these biases, whether conscious or unconscious, will lead the angel investors to evaluate men entrepreneurs more favorably than women entrepreneurs as they move through the angel investment process. Therefore, for women entrepreneurs in the early stages of investment funding, the authors posit that the dearth of funding is a function of gender identity stereotypes which may be manifested in hidden and often unconscious biases on the part of the angel investor.
Details
Keywords
Roisin Donnelly and Ita Kennelly
Generative-artificial intelligence (Gen-AI) has emerged as a transformative force profoundly influencing, if not revolutionising the way we now teach and how students learn in…
Abstract
Generative-artificial intelligence (Gen-AI) has emerged as a transformative force profoundly influencing, if not revolutionising the way we now teach and how students learn in higher education (HE). Despite the initial flurry of early research studies following the raising of public awareness of Gen-AI (and in particular ChatGPT), enduring pragmatic questions remain for academic staff on how best to protect and promote student learning, how to meaningfully support assessment integrity from a curriculum perspective, and additionally how to effectively use Gen-AI technologies to aid learning and foster deeper critical thinking.
In July 2023 in response to rising staff concerns about the impact of Gen-AI tools on student learning and assessment, two academics from different HEIs in Dublin conducted a research study to develop an inquiry and academic writing (IAW) framework to support academics to respond to assessment challenges and to incorporate students’ use of Gen-AI tools in academic writing. They subsequently developed a CPD course for academic staff in which the IAW framework is embedded. The CPD is detailed in this chapter.
Details
Keywords
Global trends in the new public management (NPM) of education have manifested themselves differently in different countries. Its manifestation, the significant issue that this…
Abstract
Global trends in the new public management (NPM) of education have manifested themselves differently in different countries. Its manifestation, the significant issue that this paper addresses, is whether it has led to any changes in education in the third level sector in the Republic of Ireland in the last 10 years. This will be achieved through a critical exploration of the expression of higher educational reform worldwide, and a review of its impact on higher education (HE) in Ireland. Within this, there are a number of specific objectives: to discuss the context of HE (including policy issues and stakeholders) in the Republic of Ireland; to summarise the main trends of NPM in HE; to critically evaluate the concept of educational reform, and through an articulation of a theoretical framework, explore this growing global trend and examine whether Irish HE is developing in a similar direction.
Details
Keywords
Lyndsay M.C. Hayhurst, Holly Thorpe and Megan Chawansky
Helen Cockerill, Lenie van den Engel - Hoek and Celia Harding
For infants and children who have difficulties with eating, drinking and swallowing (dysphagia), there are significant health risks that include aspiration (food and fluid…
Abstract
Purpose
For infants and children who have difficulties with eating, drinking and swallowing (dysphagia), there are significant health risks that include aspiration (food and fluid entering the lungs) and poor growth. Videofluoroscopy is often the instrumental method of assessment used to exclude or confirm aspiration. The purpose of this paper is to investigate parental and referrer perceptions of the reasons for and the outcomes of videofluoroscopy.
Design/methodology/approach
Data were gathered through the use of structured telephone interviews before and after videofluoroscopy.
Findings
Four key themes emerged: first, the importance of identifying specifically the problems with swallowing; second, understanding the rationale for videofluoroscopy; third, preparing a child for videofluoroscopy; and fourth, using videofluoroscopy to inform management. Referrers used videofluoroscopy to confirm their concerns about a child’s ability to swallow safely.
Practical implications
Parents understood that the purpose of videofluoroscopy was to identify specific swallowing difficulties. They reported anxieties with managing the child’s positioning during the procedure and whether the child would eat. They also had concerns about outcomes from the study. Some of these issues raise questions about the true value and benefits of videofluoroscopy.
Originality/value
This is the first study that considers parent views of an instrumental assessment. For some parents of children with learning disabilities, mealtimes are an important social occasion. Further studies that focus on decision making about children with learning disabilities who find feeding difficult are warranted as parents feel loss and disempowerment when decisions are made about non-oral feeding.