Lifelong Learn. 2026, 16, 61-85
https://doi.org/10.11118/lifele20261601061
Authenticity in Women’s Academic Careers (A Narrative Perspective)
References
1. Acker, S. (2012). Chairing and Caring: Gendered Dimensions of Leadership in Academe. Gender and Education, 24(4), s. 411–428. Dostupné z.
<https://doi.org/10.1080/09540253.2011.628927>
2. Angervall, P., & Hammarfelt, B. (2023). Academic Career Mobility: Career Advancement, Transnational Mobility and Gender Equity. Higher Education Policy, 37, s. 617–632. Dostupné z.
<https://doi.org/10.1057/s41307-023-00322-3>
3. Arthur, M. B., & Rousseau, D. M. (1996). The Boundaryless Career: A New Employment Principle for a New Organizational Era. Oxford University Press.
4. Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
5. Braun, V., & Clarke, V. (2022). Thematic Analysis: A Practical Guide. QMiP Bulletin, 1(33), s. 46–50. Dostupné z.
<https://doi.org/10.53841/bpsqmip.2022.1.33.46>
6. Bristow, A., Robinson, S., & Ratle, O. (2017). Being an Early-Career CMS Academic in the Context of Insecurity and ‘Excellence’: The Dialectics of Resistance and Compliance. Organization Studies, 38(9), s. 1185–1207. Dostupné z.
<https://doi.org/10.1177/0170840616685361>
7. Bristow, A., Robinson, S., & Ratle, O. (2019). Academic Arrhythmia: Disruption, Dissonance, and Conflict in the Early-career Rhythms of CMS Academics. Academy of Management Learning & Education, 18(2), s. 241–260. Dostupné z.
<https://doi.org/10.5465/amle.2017.0340>
8. Bruner, J. (1991). The Narrative Construction of Reality. Critical Inquiry, 18(1), s. 1–21. Dostupné z.
<https://doi.org/10.1086/448619>
9. Cidlinská, K., & Žilinčíková, Z. (2022). Thinking about Leaving an Academic Career: Gender Differences Across Career Stages. European Journal of Higher Education, 14(2), s. 185–206. Dostupné z.
<https://doi.org/10.1080/21568235.2022.2157854>
10. Council of the European Union (2023). European Framework for Research Careers. Publications Office of the European Union. Dostupné z: https://op.europa.eu/en/publication-detail/-/publication/47d74928-3cd2-11ee-9220-01aa75ed71a1.
11. Dubois-Shaik, F., & Fusulier, B. (2017). Gendered Careers in Science: The Case of Female Professors in STEM Fields. Gender, Work & Organization, 24(3), s. 294–311. Dostupné z.
<https://doi.org/10.1111/gwao.12180>
12. Eslen-Ziya, H., & Yıldırım, T. M. (2021). Perceptions of Gendered Challenges in Academia: How Women Academics See Gender Hierarchies as Barriers to Achievement. Gender, Work and Organization, 29(1), s. 301–308. Dostupné z.
<https://doi.org/10.1111/gwao.12744>
13. European Commission (2024). She figures 2024. Publications Office of the European Union. Dostupné z.
<https://doi.org/10.2777/82049>
14. European Commission (2025). Women in Research and Innovation: ERA Progress Report 2025. European Commission. Dostupné z: https://research-and-innovation.ec.europa.eu/statistics/performance-indicators/european-research-area-progress-reports_en [červen 2026].
15. Eurostat (2025). Students Enrolled in Tertiary Education by Level, Programme Orientation, Sex and Field of Education [Data set]. Eurostat Database. Dostupné z: https://ec.europa.eu/eurostat/databrowser/view/educ_uoe_enrs01 [červen 2026].
16. Hall, D. T., & Chandler, D. E. (2005). Psychological Success: When the Career is a Calling. Journal of Organizational Behavior, 26(2), s. 155–176. Dostupné z.
<https://doi.org/10.1002/job.301>
17. Chase, S. E. (2011). Narrative Inquiry: Still a Field in the Making. In Denzin, N. K., & Lincoln, Y. S. (Eds.), The SAGE handbook of qualitative research. 4th ed., s. 421–434. SAGE Publications.
18. Illeris, K. (Ed.) (2018). Contemporary theories of learning. Routledge. Dostupné z.
<https://doi.org/10.4324/9781315147277>
19. Jarvis, P. (2009). Learning to be a Person in Society: Learning to be Me. In Illeris, K. (Ed.), Contemporary Theories of Learning. S. 21–34. Routledge. Dostupné z.
<https://doi.org/10.4324/9780203870426-7>
20. Jovchelovitch, S., & Bauer, M. W. (2000). Narrative Interviewing. In Bauer, M. W., & Gaskell, G. (Eds.), Qualitative Researching with Text, Image and Sound. S. 57–74. SAGE Publications. Dostupné z.
<https://doi.org/10.4135/9781849209731.n4>
21. Kaiser, K. (2009). Protecting Respondent Confidentiality in Qualitative Research. Qualitative Health Research, 19(11), s. 1632–1641. Dostupné z.
<https://doi.org/10.1177/1049732309350879>
22. Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), s. 193–212. Dostupné z.
<https://doi.org/10.5465/amle.2005.17268566>
23. Kouba, K., & Dočekalová, P. (2025). The Determinants of the Gender Gap in University Leadership: The Case of Czech Academic Senates. Studies in Higher Education, s. 1–18. Dostupné z.
<https://doi.org/10.1080/03075079.2025.2537884>
24. Linková, M., Langhammerová, G., Andreska, Z., & Oliva, E. (2023). Co-creating Gender Equality in Czech Academia: External and Internal Factors. Sociologica, 17(2), 59–72. Dostupné z.
<https://doi.org/10.6092/issn.1971-8853/16915>
25. Lyons, S. T., Schweitzer, L., & Ng, E. S. W. (2015). How have Careers Changed? An Investigation of Changing Career Patterns Across Four Generations. Journal of Managerial Psychology, 30(1), s. 8–21. Dostupné z.
<https://doi.org/10.1108/JMP-07-2014-0210>
26. Mainiero, L. A., & Gibson, D. E. (2018). The Kaleidoscope Career Model Revisited: How Midcareer Men and Women Diverge on Authenticity, Balance, and Challenge. Journal of Career Development, 45(4), s. 361–377. Dostupné z.
<https://doi.org/10.1177/0894845317698223>
27. Mainiero, L. A., & Sullivan, S. E. (2005). Kaleidoscope Careers: An Alternate Explanation for the Opt-out Revolution. Academy of Management Executive, 19(1), s. 106–123. Dostupné z.
<https://doi.org/10.5465/AME.2005.15841962>
28. Mainiero, L. A., & Sullivan, S. E. (2006). The Opt-out Revolt: Why People are Leaving Companies to Create Kaleidoscope Careers. Davies-Black.
29. Merriam, S. B. (2018). Adult Learning Theory: Evolution and Future Directions. In Illeris, K. (Ed.), Contemporary Theories of Learning. 2nd ed., s. 83–96. Routledge. Dostupné z.
<https://doi.org/10.4324/9781315147277>
30. Metin, U. B., Taris, T. W., Peeters, M. C. W., van Beek, I., & van den Bosch, R. (2016). Authenticity at Work: A Job-demands Resources Perspective. Journal of Managerial Psychology, 31(2), s. 483–499. Dostupné z.
<https://doi.org/10.1108/jmp-03-2014-0087>
31. Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
32. Mezirow, J. (1996). Contemporary Paradigms of Learning. Adult Education Quarterly, 46(3), s. 158–172. Dostupné z.
<https://doi.org/10.1177/074171369604600303>
33. Mezirow, J. (Ed.) (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. Jossey-Bass.
34. Národní kontaktní centrum pro gender a vědu [NKC] (2022). Ženy ve vědě v číslech 2022. Sociologický ústav AV ČR. Dostupné z: https://www.nkc.cas.cz/cs/publikace/.
35. Nästesjö, J. (2023). Managing the Rules of Recognition: How Early Career Academics Negotiate Career Scripts Through Identity Work. Studies in Higher Education, 48(4), s. 657–669. Dostupné z.
<https://doi.org/10.1080/03075079.2022.2160974>
36. Oliveira, T., Nada, C., & Magalhães, A. (2025). Navigating an Academic Career in Marketized Universities: Mapping the International Literature. Review of Educational Research, 95(1), 1–38.
<https://doi.org/10.3102/00346543231226336>
37. O’Meara, K., Terosky, A. L., & Neumann, A. (2009). Faculty Careers and Work Lives: A Professional Growth Perspective. Jossey-Bass.
38. Orb, A., Eisenhauer, L. A., & Wynaden, D. (2001). Ethics in Qualitative Research. Journal of Nursing Scholarship, 33(1), s. 93–96. Dostupné z.
<https://doi.org/10.1111/j.1547-5069.2001.00093.x>
39. Patton, M. Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. 4th ed. SAGE Publications.
40. Riessman, C. K. (2008). Narrative Methods for the Human Sciences. SAGE Publications.
41. Rosa, H. (2021). The Uncontrollability of the World. Polity Press.
42. Rosenthal, G. (2004). Biographical Research. In Seale, C., Gobo, G., Gubrium & Silverman, D. (Eds.), Qualitative Research Practice. S. 48–64. SAGE Publications. Dostupné z.
<https://doi.org/10.4135/9781848608191.d7>
43. Roumbanis, L. (2019). Symbolic Violence in Academic Life: A Study on How Junior Scholars are Educated in the Art of Getting Funded. Minerva, 57, s. 197–218. Dostupné z.
<https://doi.org/10.1007/s11024-018-9364-4>
44. Savickas, M. L. (2013). Career Construction Theory and Practice. In Brown & Lent, (Eds.), Career Development and Counseling: Putting Theory and Research to Work. 2nd ed., s. 147–183. Wiley.
45. Sullivan, S. E., & Mainiero, L. A. (2007). The Changing Nature of Gender Roles, Alpha/beta Careers and Work-life Issues: Theory-driven Implications for Human Resource Management. Career Development International, 12(3), s. 238–263. Dostupné z.
<https://doi.org/10.1108/13620430710745881>
46. Sveningsson, S., & Alvesson, M. (2003). Managing Managerial Identities: Organizational Fragmentation, Discourse and Identity Struggle. Human Relations, 56(10), s. 1163–1193. Dostupné z.
<https://doi.org/10.1177/00187267035610001>
47. Taylor, E. W., & Tisdell, E. J. (2022). Transformative Learning Theory: The Next 50 Years. In Nicolaides, A. et al. (Eds.), The Palgrave handbook on learning for transformation. S. 11–30. Palgrave Macmillan. Dostupné z.
<https://doi.org/10.1007/978-3-030-84694-7_2>
48. Třísková, Z. (2024). Ženy a muži ve vědě a výzkumu 2024: Statistická ročenka. Sociologický ústav AV ČR, Národní kontaktní centrum pro gender a vědu. Dostupné z: https://www.nkc.cas.cz/cs/publikace/ [červen 2026].
49. Tülübaş, T., & Göktürk, Ş. (2020). Authentic Performativity: Reconciling Authenticity and Performativity in Academic Professional Identity Formation. Journal of Higher Education Policy and Management, 42(4), s. 405–419. Dostupné z.
<https://doi.org/10.1080/1360080X.2020.1721431>
50. Vohlídalová, M. (2020). Early-Career Women Academics: Between Neoliberalism and Gender Conservatism. Sociological Research Online, 26(1), s. 27–43. Dostupné z.
<https://doi.org/10.1177/1360780420914>
51. Vohlídalová, M., Cidlinská, K., & Králová, M. (2026). Gender Differences in Work Trajectories in Research and Academia from a Holistic Perspective: Neoliberal Reforms as a New Form of Gendered Barrier. Gender in Management: An International Journal, 41(1), s. 151–174. Dostupné z.
<https://doi.org/10.1108/GM-09-2024-0519>
52. Watermeyer, R., & Tomlinson, M. (2022). Competitive Accountability and the Dispossession of Academic Identity: Haunted by an Impact Phantom. Educational Philosophy and Theory, 54(1), s. 92–103. Dostupné z.
<https://doi.org/10.1080/00131857.2021.1880388>
53. Wenger, É. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press. Dostupné z.
<https://doi.org/10.1017/cbo9780511803932>
54. Whitchurch, C. (2012). Expanding the Parameters of Academia. Higher Education, 64, 99–117. Dostupné z.
<https://doi.org/10.1007/s10734-011-9483-2>
55. , O.-H., Ursin, J. (2013). The Construction of Academic Identity in the Changes of Finnish Higher Education. Studies in Higher Education, 38(8), s. 1135–1149.
<https://doi.org/10.1080/03075079.2013.833036>
