• 'A beginning and not the end’: Work after a diagnosis of dementia

      Williams, Jannine; Richardson, Sue; Draper, E. (2018)
      While there is a growing literature on the experiences of disabled workers, this article presents an account of a work experience not frequently documented: being employed while living with dementia. It does this through the account of Elizabeth Draper, an NHS Hospital Trust manager, who received a diagnosis of dementia while employed. The article offers new ways of conceptualizing the struggles of disabled workers to continue with their project of self-becoming through work. It shows how work practices can enact violence through ‘non-recognition’ and how workers can subvert this violence to create opportunities for future development.
    • Experiences of Women Elite Leaders Doing Gender: Intra-gender Micro-violence between Women

      Mavin, Sharon A.; Grandy, G.; Williams, Jannine (2014)
      This paper responds to the dearth of research into women's negative intra-gender relations and lack of understanding as to why and how these relations manifest. Through a qualitative study of women elite leaders' experiences in UK organizations, the research considers how gendered contexts, women doing gender well and differently simultaneously, intra-gender competition and female misogyny may explain negative intra-gender social relations between women. We consider micro-aggression research and women's abjection and offer a unique conceptualization of intra-gender micro-violence with themes of disassociating, suppression of opportunity and abject appearance. The themes illustrate how the masculine symbolic order shapes and constrains women elite leaders' social relations with other women. We conclude that raising consciousness to intra-gender micro-violence between women is important as a means of disruption; to facilitate women and men's acceptance of intra-gender differences between women; and to open up opportunities and possibilities for women in organizations.
    • Impairment effects as a career boundary: a case study of disabled academics

      Williams, Jannine; Mavin, Sharon A. (2015)
      Within the academic career literature, disabled academics are under-researched, despite calls for career theory development through the exploration of marginalized groups' career experiences and the boundaries which shape these experiences. Here, boundaries refer to the symbolic resources which become reified to construct social boundaries shaping what is and is not possible in career contexts. This article contributes to the advancement of academic career theory by enabling insights into impairment effects as an embodied career boundary for disabled academics and outlining how experiences of impairment effects and disabled academics' agency are entangled with their career context and organizational members' responses. Impairment effects shape career choices and opportunities, by being negated, and/or influencing expectations of employers to provide inclusive contexts which acknowledge impairment effects as a legitimate organizing principle. However this recognition of impairment as a legitimate organizing principle is not always reciprocated, with implications for disabled academics' careers.
    • Introduction

      Elliot, C.; Stead, V.; Mavin, Sharon A.; Williams, Jannine (2016)
    • Key issues for gender research in HRD: a multi-stakeholder framework for analysing gendered media constructions of women leaders

      Mavin, Sharon A.; Williams, Jannine (2015)
      Gender research can be a highly political process with significant impact, positively or negatively, on the researcher(s) and research participants. As a result there are key issues for consideration when preparing to undertake gender research in Human Resource Development (HRD). Gender research in HRD requires a mature level of researcher reflexivity in terms of personal understandings of gender; individual researcher values, philosophical positions and standpoints on gender; motivations for research; awareness of how gender research may construct researchers in their own professional settings and how research participants may respond to gender research. We contend that a process of researcher reflexivity, in critically reflecting upon and reviewing individual assumptions and standpoints, is essential before beginning gender research. Gender is a significant dimension of personal life, social relations and culture: an arena where we face difficult practical issues about justice, identity and even survival; where there is much prejudice, myth and falsehood, and where social sciences gender research is producing a relatively new form of knowledge (Connell, 2009). This chapter outlines key issues for gender researchers illustrated through research into gendered media constructions of women leaders. We introduce the importance of women leaders and gender aware learning and HRD and outline understandings of gender; diverse advances in gender research; consistency, harm, pleasure and power; participant-research relationships and the researcher’s position in gender research, by drawing upon our previous studies. We then present the key issues in practice, through our operationalization of a Multi-Stakeholder Framework for analysing gendered media constructions of women leaders. We utilize a mixed method design (Saunders, 2012) of statistical analysis of secondary data on women in senior positions in a UK region (geographies of gender); analysis of three Supplements of the Top 500 Influential Leaders via discourse analysis; a semi-structured interview with a media producer; group and individual interviews with selected aspiring and current women leaders and stages of on-going researcher reflexivity and accountability. We conclude with reflections on the constraints and possibilities of the multi-stakeholder framework approach.
    • Progressing Diversity in HRD Theory and Practice

      Williams, Jannine; Mavin, Sharon A. (2014)
    • 'Woman as a project': key issues for women who want to get on

      Mavin, Sharon A.; Williams, Jannine; Bryans, T.; Patterson, N. (2016)
    • Women Managers, Leaders and the Media Gaze: Learning from popular culture, autobiographies, broadcast and media press

      Williams, Jannine; Mavin, Sharon A.; Elliott, C.; Stead, V. (2016)
      Purpose Purpose To extend the ESRC funded UK Seminar Series, Challenging Gendered Media (Mis)Representations of Women Professionals and Leaders; highlight research into the gendered media constructions of women managers and leaders and outline effective methods and methodologies into diverse media. Design/methodology/approach Design/methodology/approach Gendered analysis of television, autobiographies (of Sheryl Sandberg, Karren Brady, Hillary Clinton and Julia Gillard), broadcast news media and media press through critical discourse analysis, thematic analysis, metaphor, computer-aided text analysis software following the format of the Gender Media Monitoring Project (2015) and [critical] ecological framework for advancing social change. Findings Findings Papers surface the gendered nature of media constructions of women managers and leaders and offer methods and methodologies for others to follow to interrogate gendered media. Further the papers discuss: how women’s leadership is glamourized, fetishized, and sexualized; the embodiment of leadership for women; how popular culture can subvert the dominant gaze; how women use agency and how powerful gendered norms shape perceptions, discourses and norms and how these are resisted, repudiated and re-presented. Practical implications Practical implications The papers focus upon how the media constructs women managers and leaders and offers implications of how media influences and is influenced by practice. There are recommendations provided as to how the media could itself be organised differently to reflect diverse audiences and what can be done to challenge gendered media. Originality/value Originality/value: Invited Special Issue comprising inaugural collection of research through which we get to ‘see’ women and leaders and the gendered media gaze and to learn from research into popular culture through analysis of television, autobiographies and media press.