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The purpose of this paper is to examine the expectations women have of their women managers and/or women employees and to suggest personal and organizational strategies to strengthen those relationships.

Building on a first phase of research using narrative inquiry into the lived experiences of women managing and/or being managed by women, workshops were held with 13 participants to explore their relationship expectations of women managers and/or employees.

While the participants initially believed they expected the same things of a manager or employee irrespective of gender, a closer examination revealed gender-based expectations. Women expect a higher degree of emotional understanding and support from a woman manager, than they would from a man. They also expect a woman manager to see them as an equal, take a holistic view of them as people, understand the complexities of their lives and provide flexibility to accommodate those complexities.

This is an exploratory study in an under-researched area. Extensive further research is warranted.

Understanding the expectations women have of their women managers enables the development of both personal and organizational strategies aimed at strengthening those relationships.

These findings begin a dialogue on the often-unspoken and unrecognized gender-based expectations women have of their relationships with women managers and/or women employees. Although considerable research exists on gender stereotypes in the workplace, little research exists on these gender-based relational expectations.

The purpose of this research is to examine the experiences of female CEOs in New Zealand sport using a career account approach overlaid with the Kaleidoscope Career Model (KCM). This research focuses on their successful careers, rather than constraints and barriers, which is a feature of much previous research in the area.

Semi-structured interviews and analysis were informed by the principles of the KCM of career authenticity, balance and challenge. Seven chief executive officers in New Zealand sport organizations were interviewed. Data analysis was undertaken through a three-step coding process.

Respondents highlighted the importance of authenticity, balance and challenge in different ways. The KCM model is extended by identifying sub-themes within each principle. These were, under authenticity, passion and relationship-building; under balance, self-awareness and influencing the organization; and under challenge, taking opportunities and working in sport’s gendered environment. Findings indicate that a more nuanced development of KCM is required and that decision-makers in sport organizations need to be aware of the varied drivers of women’s positive experiences.

This research contributes to an understanding of successful women’s careers, rather than focusing on barriers to success. It also extends the KCM. Future research is necessary to examine the viability of our suggested extensions to the KCM.

While not generalizable, this study’s findings suggest that sport organization decision-makers would be well advised to understand the unique ways in which authenticity, balance and challenge are understood by their female employees. This may encourage organizations to look more closely at their cultures to ensure that they are more welcoming and supportive to women in a male-dominated industry.

This research contributes to an understanding of successful women’s careers, rather than focusing on barriers to success. It also extends the KCM. Future research is necessary to examine the viability of our suggested extensions to the KCM.

The purpose of this paper is to examine the intersections between the way women’s careers develop, the hierarchical relationships between women and the resulting implications for gender equity in the workplace.

While a considerable body of research exists on gender in the workplace, the intersection between the way in which women ' s careers develop and the influence hierarchical relationships between women in the workplace have on that career development are under-researched. This paper examines existing relevant research, discusses the implications of these intersecting areas and raises areas for future academic research, as well as the development of organizational practice.

The nature of the hierarchical relationships between women in the workplace is an important but under-researched factor when considering the career development of women. Delving into the experiences of women managers and employees, both good and bad, enables a deeper understanding of the role these relationships play in shaping the careers of women. From this, personal and organizational strategies can be developed that enhance workplace relationships and the career development of women.

This paper encourages academics and practitioners to critically consider the connections between hierarchical workplace relationships and career development as part of organizational practice and further gender equity research.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Gender influences expectations in the workplace. This is particularly true when female employees are managed by women. Various expectations can be ascertained and organized into three overlapping themes. In essence, women employees expect women managers to understand them better and show greater empathy to the challenges they face in juggling different responsibilities. Because such managers can adopt a more holistic view, employees expect greater workplace flexibility in view of these challenges.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

In this chapter, we explore gender equity issues in relation to the governance of sport in Wales. Our focus is primarily on Sport Wales (SW), the national agency responsible for developing and promoting sport and physical activity in Wales and for distributing National Lottery and Welsh Government funding. As a public authority, SW has a statutory responsibility to promote equality and eliminate direct and indirect discrimination. Their recent policy commitments express a desire to advance equality and promote inclusion and diversity within sports organisations in Wales. They also set the agenda for National Governing Bodies (NGBs) in Wales, in terms of providing a policy framework for understanding and pursuing gender equity in sport and sport governance. In this chapter, we present a snapshot of the governance and leadership policy landscape for Welsh sport, with a specific focus on gender equity. We present data collected from publicly available online policy documents relating to SW, and their NGB partners, relevant to gender equity provision. Based on the data, we suggest that there is evidence of progress in terms of the numbers of women on boards in Wales as well as the creation of gender equity policies within NGBs in Wales. We argue, however, that progress is inconsistent across the different NGBs in Wales, and it is less clear whether sport governing bodies can implement policies to effectively challenge organisational culture and ethos. We concluded by suggesting future Wales specific research priorities on this topic.

Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in “real world” situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. The purpose of this paper is to explore the changing learning motivations between students enroled on: a practical-based programme, involving work placement (BA adventure education (Ad Ed)); and a study-based programme (BSc sport and exercise science (SES)). In addition, motivation was examined between courses at each year.

A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/2012. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses.

Learning motivation was influenced by: knowledge of academic grades; link between theoretical content and work experience; opportunity for reflection; and multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation.

Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification.