Os sentidos da idade: morte e renascimento no processo de envelhecimento de mulheres executivas

Esta pesquisa está inserida em um contexto de crescente participação feminina no mercado de trabalho, especialmente com relação à ascensão da mulher a cargos estratégicos, além de um processo acelerado de envelhecimento populacional, constituindo uma das mais significativas transformações dos últimos anos. A participação feminina em cargos executivos e o processo de envelhecimento são tópicos pouco abordados na literatura acadêmica, tanto isolados quanto inter-relacionados, o que justifica a originalidade deste trabalho. Essas transformações coincidem ainda com o fato de que é a primeira vez que mulheres envelhecem em cargos executivos. Portanto, esta pesquisa tem por objetivo explorar como as mulheres executivas experimentam o processo de envelhecimento. A discussão se mostra relevante na medida em que esta mulher está inserida em um contexto organizacional de dominação masculina, predominantemente jovem, onde se espera que a mulher não ocupe cargos estratégicos. A pesquisa tem como base a perspectiva teórica do construcionismo social de Berger e Luckman (1999) e a abordagem metodológica qualitativa fundamentada nos dados (grounded theory), com base na perspectiva interacionista simbólica de Charmaz (2009). Os dados foram obtidos de 58 entrevistas com mulheres de 40 anos ou mais de idade que ocupam ou ocuparam posição executiva em organizações no Brasil. A pesquisa conclui que, por serem consideradas profissionais mais velhas antes do que os homens e devido aos estigmas associados à idade, as mulheres tendem a omitir o envelhecimento e buscar formas de não o aparentar no ambiente de trabalho. A teoria substantiva apresenta que o envelhecimento é compreendido a partir das noções de morte física, social e executiva e que o renascimento simbólico é uma forma de lidar com as concepções de mortes que persistem no imaginário das mulheres executivas. A teoria é provisória e contingente e reflete a interpretação de uma pesquisadora em particular. Espera-se que ela amplie o campo de estudos da Administração e estimule pesquisadores na continuidade da investigação acerca do envelhecimento de mulheres executivas.

Workplace diversity and incentive contracts : theory and evidence

This paper presents a simple theory of the provision of incentives in firms in which the principal optimally chooses both compensation contracts and the composition of the work force. Assuming that individuals display group loyalty, a less diverse (more homogeneous) work force will be more cooperative. Simple comparative statics provide some testable implications relating risk, diversity and incentive pay. I also analyze the case in which workers’ characteristics cannot be readily observed ex ante. The theory then predicts that firms are more likely to prevent workers from interacting with each other when workers are expected to have similar characteristics. This shows a surprising effect of diversity in the workplace: more diverse firms will promote more interactions between workers of different types, i.e. they will be less segregated. I test the main predictions of the model using a cross-sectional sample of corporate boards. I use the proportion of women on boards as a measure of diversity. There are three main empirical findings: (1) a significant negative correlation between firm risk and diversity, (2) a significant positive relationship between performance-based compensation and diversity and (3) a significant positive correlation between the number of board meetings (a measure of interactions among directors) and diversity. The evidence is broadly consistent with the implications of the theory.

Defining student participation and empowerment in higher education

Customer participation has been studied for decades; however, it gained a postmodern perspective around the year 2000. Customers have become co-creators of personalized experiences, moving from the audience to the stage. In the educational context, students must take responsibility for their learning process and participate in the production of the service. This changing is providing opportunities and challenges for higher education institutions (HEIs) to redefine their relationship with stakeholders, especially with students. This study is based on the service dominant logic (SDL) perspective because students are assumed to take the role of co-creators of knowledge in the educational setting. The research uses adapted frameworks and concepts applied in organizational, knowledge-intensive business services (KIBS) and also medical studies to advance the understanding of value co-creation in the HEI context. The current study addresses a lack of research in the higher education context focusing on defining students’ participation and students’ empowerment in higher education context. An empirical investigation was developed with traditional schools in Brazil. This investigation allowed the description of the constructs in the specific context. The description of student participation in HEIs context reflects the relevance of three dimensions – information sharing, personal interaction and responsible behavior. In the Brazilian context, responsible behavior is the weakest dimension in the construct, because the responsibilities are unbalanced between students and professors. The main reasons identified for this unbalanced relation were cultural issues and local regulation. Student empowerment was described as composed by four dimensions – meaningfulness, competence, impact and choice; however, one of them – choice – was identified as the weakest dimension, facing cultural and bureaucratic barriers for implementation in the Brazilian educational context. Moreover, interviewees spontaneously cited the idea of trust in the faculty as an important antecedent of student participation that must be considered when analyzing student participation and empowerment mechanisms. An additional contribution was the proposal of a theory-based framework for understanding the service dominant logic perspective in the HEI context, in which student participation and student empowerment were explored as mechanisms leading to positive student behavior toward institution.