Career Advancement of Indian Women in Management: Literature Review of the Challenges and Conceptualising Stakeholders Approach Critical for Women's Development

Autor/inn/en	Khera, Shikha N.; Malik, Sahil
Titel	Career Advancement of Indian Women in Management: Literature Review of the Challenges and Conceptualising Stakeholders Approach Critical for Women's Development
Quelle	In: International Journal of Learning and Change, 8 (2016) 3-4, S.298-316 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2875
DOI	10.1504/IJLC.2016.081617
Schlagwörter	Foreign Countries; Career Development; Promotion (Occupational); Barriers; Females; Administration; Administrators; Empowerment; Inclusion; Gender Discrimination; Occupational Aspiration; Equal Opportunities (Jobs); Social Networks; Stereotypes; Social Support Groups; Mentors; Developing Nations; Literature Reviews; India + Suchen Sie Ihr Suchwort? Ausland; Berufsentwicklung; Aufstiegsberuf; Berufsförderung; Weibliches Geschlecht; Verwaltung; Inklusion; Berufsneigung; Berufsziel; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Social network; Soziales Netzwerk; Klischee; Social support; Soziale Unterstützung; Developing country; Developing countries; Entwicklungsland; Indien
Abstract	Women talent in India is available in plenty and are joining the workforce in numbers. The bone of contention remains that a handful of them are able to get elevated to senior positions. Even then they are offered discounted roles, allowing only male executives to compete for top management positions. The paper attempts to identify and do an in-depth review of the barriers limiting the career scope of women in management in India. Further stakeholder approach is suggested in the paper in which woman as an individual along with society, organisation and government are identified as four different stakeholders collectively responsible to groom and retain women's talent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01