S. Shortland

Peer observation: a tool for staff development or compliance?

Peer observation has become a feature of university practice over the last decade, the primary impetus for its introduction being the political drive to raise teaching quality via the development and sharing of ‘good practice’. Peer observation within higher education (HE) involves observing colleagues in the classroom and has the further aim of supporting continuing professional development (CPD) through peer learning. This article is based upon a research study of a typical observation scheme as introduced within a new university prior to a quality review. It is underpinned by the deconstruction of the universitys observation documentation and focuses upon the experience of a teaching observation trio taking part in this formal peer observation process over a 2‐year period, before and after a Quality Assurance Agency (QAA) subject review. The deconstruction of the universitys documentation, combined with the actual experience of the observation trio studied, reveals issues of politics, power and pragmatics. A managerial discourse emerges with emphasis on compliance by lecturing staff and with an economic underpinning not actually supported by resources. Pre‐QAA, the observation trio complied with the managements requirements for record keeping but the process of peer observation opened up learning and development opportunities for them as individuals. Post‐QAA the trio members became focused primarily on their own objectives. Although management had sought control, the individuals involved developed and pursued their own, shared agenda of professional development.

Feedback within Peer Observation: Continuing Professional Development and Unexpected Consequences.

This article explores, via a case study of sustained developmental peer observation practice within the UK higher education sector, the hypothesis that feedback can play a role in facilitating continuing professional development (CPD). Despite the potentially evaluative and threatening nature of feedback, an unanticipated issue emerges – professional relationships can be strengthened, leading to the development of enhanced mutual trust and respect. The article highlights lessons for practice and ideas for further research.

Gender diversity in expatriation: evaluating theoretical perspectives

Purpose – The purpose of this paper is to examine the range of theoretical underpinning used to explain womens participation as expatriates with a view to identifying the most promising theoretical lenses for future research.Design/methodology/approach – Drawing upon theoretical explanations in the “women in management” and “women expatriates” literature, four main theoretical domains are identified that are used to understand and explain their continuing low representation as expatriates: womens choices, assignee characteristics, social and societal norms and institutional aspects. Key theories within each domain are evaluated to suggest a future theoretical research framework.Findings – The most promising theoretical explanation of womens low participation as expatriates is identified as being linked to gender stereotyping reinforced within an isomorphic institutional framework.Research limitations/implications – Research into womens inroads into management and into expatriation has generated consid...

Women, aliens and international assignments

In this article we chart the rise of the female expatriate manager over the past generation, as a prelude to positing the question as to why the number of women on international assignments is even lower, proportionally, than their numbers in management overall. We argue that exploring the metaphor of the alien in the context of international assignments and the issue of gender will advance our understanding of this and related questions, since the concept of alien is inherent to the expatriate situation as well as to the position of women in organisations. We then forward seven propositions on two themes: the experience of being an alien and the consequences of being seen as an alien. We conclude that women expatriates are possibly better positioned to handle an expatriate assignment than men and we speculate that we will see them making inroads into international management for a variety of reasons.

What do we really know about corporate career women expatriates

Despite a significant and increasing volume of literature on womens expatriate corporate careers, our understanding of this field is patchy. We know that women expatriates adjust and perform well, despite the challenges that they face in selection and deployment, during the assignment and on repatriation. We also know that, despite their success, female expatriates meet their career goals less frequently than do men. Yet, our knowledge is limited by the absence of coherent detail and due to methodological deficiency. Thus, we do not have the full profiles of women who undertake international careers, what motivates them, or their career cycles. And there is significant inconsistency in the theoretical lenses used, the reporting protocol employed and considerable lack of comparable and sufficiently large samples and longitudinal studies. Through a detailed and thorough examination of the contents and context of womens expatriate career literature to date, we draw out key benchmarks and posit recommendations to improve on our current patchwork of knowledge.

Observing teaching in HE: A case study of classroom observation within peer observation

Subject review was the principal quality assurance mechanism for higher education in the UK between 1997 and 2001. It was conducted under the auspices of the Quality Assurance Agency for Higher Education (QAA) and involved the expenditure of a considerable amount of time and energy on the part of reviewers and reviewed alike. It is therefore pertinent to ask whether subject review generated anything that could assist business educators as they seek to enhance the quality of their academic practice. Although subject review has attracted a considerable amount of criticism, arguably certain aspects are of relevance to the ongoing debate as to what constitutes good and bad practice in teaching and learner support. The paper discusses some of the findings of a BEST-funded project, the aim of which was to capture and disseminate ‘the richness of academic practice identified’ in the 164 subject review reports for business and management. What emerged from this investigation was a series of pedagogic principles that appeared to inform the judgements of reviewers. They included flexibility, strategic thinking, transparency, pedagogic pluralism; learner participation, consistency, collaboration between all who contribute to the student learning experience; stakeholder involvement; self-criticism; and procedures for embedding good practice. Many of these principles are derived from theories of learning and teaching. In addition, a number reflect good business practice and should therefore be of particular concern to business educators. If applied wisely, the principles can facilitate reflection on teaching and can impact on learning. However, their existence suggests a mismatch between the espoused philosophy of subject review, ‘fitness for purpose’, and that of quality as ‘excellence’.

Student teacher collaborative reflection: perspectives on learning together

This paper reflects on the collaborative learning experiences of two ‘student teachers’ who have recently completed a Masters in Higher Education. Its purpose is to enhance our general understanding, and to encourage debate on how the professional expertise and confidence of new academics may be supported. Specifically, the article examines the use of classroom observation and associated reflective activities between student teachers as important cornerstones for professional growth and in developing a sense of collegiality. The paper sets the context by drawing together the theoretical literature relating to classroom observation and reflective practice. Then it draws on our experiences of using a particular classroom observation tool (FIAC) and how our learning was enriched through the exchange of written reflections. The paper illustrates how shared reflective activities between peers, such as story-telling, deepens understanding. In particular, it highlights the importance of understanding the emotional dynamics at play in learning. Travelling, while taking you to new places, emphasizes the value of having an emotional and physical base. T. S. Eliot said that ‘the end of all our exploring/Will be to arrive where we started/And know the place for the first time’. This applies equally to an internal as well as an external environment and I feel that this trip has helped me see myself more clearly. (Keenan & McCarthy, 2000, p. 386)

Role models: expatriate gender diversity pipeline or pipe-dream?

Purpose – The purpose of this paper is to examine the extent to which – and how – female expatriate role models support women to take up expatriate assignments in the male-dominated oil and gas industry. Design/methodology/approach – The research uses data from a census survey of female expatriates supported by semi-structured interviews with a stratified sample of the survey respondents, triangulated with interviews with human resource (HR) professionals and analysis of organizational policy relevant to expatriation. Findings – Potential assignees value the information that women role models can provide on living in challenging, masculine locations. Role models are particularly important to women undertaking unaccompanied assignments and also when assignment periods exceed traditional lengths. Current female expatriates do not view themselves as role models, despite HR professionals recognizing their value in inspiring women’s expatriation. Research limitations/implications – This research was set in a sector with very few female expatriate role models. Further research is needed to understand the influence of role models on women’s expatriation in different sectors and organizations with greater female role model representation. Practical implications – Training for current assignees, time to be set aside within work duties and communications links to enable current and returned female expatriates to connect with potential assignees are needed to widen expatriate gender diversity. Originality/value – This research contributes to theory by linking the importance of role models to women’s career stages. It proposes a new theoretical contribution by linking role model importance to the types of assignments women undertake. Practical suggestions for organizations are given to widen expatriate gender diversity via support for role models.

Women Expatriates: A Research History

This chapter traces the history and provides a critical review of the extant literature on women’s participation in expatriation. It begins by reviewing the literature from the 1980s, examining Nancy J. Adler’s seminal work and how her three key ‘myths’ (relating to supply and demand, namely that women do not want international careers, organizational reluctance to send women abroad and presumed lack of host country acceptance of women expatriates) provide explanations for their minimal expatriate representation (just 3 per cent in the early 1980s) and set the scene for over three decades of female expatriate research. The following three sections examine the female expatriate literature on these themes in depth and in so doing provide analysis at the individual, organizational and societal levels. They preview evidence concerning the individual choices that women make and the effect of family constraints upon these; organizational decision-making, particularly in relation to expatriate selection; and the effects of societal cultures (at home and abroad) on women’s expatriate participation. These issues are framed theoretically, set within the global context, and within women’s participation in international management, more generally. While women’s expatriate representation has increased over the years, they still remain in the minority, comprising around one-fifth of the expatriate population today (Brookfield, 2012). This proportion has changed little over the last decade, suggesting that this may represent the limit of female international assignment participation. Men dominate expatriation in countries such as Japan. Although firms based in the Asia-Pacific are beginning to send more women on assignment (Anon, 2007), where considerable participation by Japanese and other Asian organizations is included in survey data, for example ORC Worldwide (2007), female expatriate participation is lower (Thang, MacLachlan and Goda, 2002). By comparison, Asia-Pacific headquarters-based organizations comprise only a small percentage of respondents in Brookfield’s (2012) survey which records higher female expatriation. The academic research into women’s expatriation reflects the predominance of Western women from North America, Europe and Australasia going on assignment (Shortland and HUTCHINGS 9781781955024 (M3343) (G).indd 18 15/01/2014 11:08 Women expatriates: A research history 19 Altman, 2011) and hence the experiences of female expatriates from these regions form the main focus of this chapter. However, moving beyond Adler’s themes, this chapter also examines institutional factors and their impact on women’s entry into, and support within, expatriate roles. The chapter concludes with a critical review of what we actually know about women expatriates (surprisingly little after 30 years) (Shortland and Altman, 2011). It includes the effects of organizational interventions, the changing nature of expatriate assignments and gendered issues that potentially hinder or alternatively facilitate women’s international mobility, ending with a call for theoretically framed further research.

Long-term assignment reward (dis)satisfaction outcomes: hearing women’s voices

Purpose Drawing upon compensating differentials, equity theory and the psychological contract, women’s voices illustrate how organisational policy dissemination, implementation and change can lead to unintended assignee dissatisfaction with reward. Implications arise for organisational justice which can affect women’s future expatriation decisions. Design/methodology/approach A qualitative case study methodology was employed. Reward policies for long-term international assignments were analysed. In-depth semi-structured interviews were conducted confidentially with 21 female long-term assignees selected using stratified sampling, and with two managers responsible for international reward policy design/implementation. Findings Policy transparency is required. Women perceive inequity when allowances based on grade are distorted by family status. Women in dual career/co-working couples expect reward to reflect their expatriate status. Reward inequity is reported linked to specific home/host country transfers. Policy change reducing housing and children’s education are major causes of reward dissatisfaction. Research limitations This case study research was cross-sectional and set within one industry. It addressed reward outcomes only for long-term international assignments from the perspectives of women who had accepted expatriation in two oil and gas firms. Practical implications Reward policy should be transparent. Practitioners might consider the inter-relationship between policy elements depending on grade and accompanied status, location pairings, and the effects of policy content delivery to dual career/co-working couples. Originality/value This paper advances the field of international assignment reward by examining compensating differentials, equity and the psychological contract and takes these forward via implications for organisational justice. It identifies reward elements that support women’s expatriation and address their low share of expatriate roles, thereby fostering gender diversity. Future research themes are presented.