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This book examines the conceptual underpinnings of authentic leadership to discover why so little attention has been paid to gender. The author explores the failure to interrogate the complexities surrounding the concept of authenticity, especially as it relates to the diversity of lived experience, Gender, Authenticity and Leadership examines the conceptual underpinnings of authentic leadership to discover why little attention has been paid to gender. The author explores the failure to interrogate the complexities surrounding the concept of authenticity, especially as it relates to the diversity of lived experience. Rather than encouraging a genuine approach to leadership, this theory's normative foundation is more likely to encourage social conformity. By contrast, the author shows how Hannah Arendt provides us with a richer ethical lens from which to consider these issues. Using a blend of phenomenology and feminist theory, the foundations of authenticity are traced back to the Enlightenment and the emergence of bourgeois selfhood. Historically, women's desire to lead was negatively affected by notions of gender propriety, and these societal restrictions serve to perpetuate gender inequities. Thus, the book demonstrates how gender prejudice is deeply embedded in organizational practices, as well as the cultural imagination. As part of this inquiry, the author conducted interviews with senior women leaders in higher education. Their descriptive accounts illustrate ethical tensions between personal principles and institutional priorities that serve to complicate the notion of authentic leadership. Research findings also suggest that it is the relational self that is fundamental to understanding what it might mean to lead authentically. When we broaden our definition of what constitutes authentic leadership to account for the myriad ways in which we live and lead, we discover how people without positional authority can change their communities in profound ways. Hence, leadership is not dependent upon a person's organizational position, but rather on how their actions demonstrate care for the world. This more expansive context, together with Arendt's insights, opens up new avenues of thinking about the interconnections among gender, authenticity and leadership

Gender, Authenticity and Leadership examines the conceptual underpinnings of authentic leadership to discover why little attention has been paid to gender. The author explores the failure to interrogate the complexities surrounding the concept of authenticity, especially as it relates to the diversity of lived experience. Rather than encouraging a genuine approach to leadership, this theory's normative foundation is more likely to encourage social conformity. By contrast, the author shows how Hannah Arendt provides us with a richer ethical lens from which to consider these issues. Using a blend of phenomenology and feminist theory, the foundations of authenticity are traced back to the Enlightenment and the emergence of bourgeois selfhood. Historically, women's desire to lead was negatively affected by notions of gender propriety, and these societal restrictions serve to perpetuate gender inequities. Thus, the book demonstrates how gender prejudice is deeply embedded in organizational practices, as well as the cultural imagination. As part of this inquiry, the author conducted interviews with senior women leaders in higher education. Their descriptive accounts illustrate ethical tensions between personal principles and institutional priorities that serve to complicate the notion of authentic leadership. Research findings also suggest that it is the relational self that is fundamental to understanding what it might mean to lead authentically. When we broaden our definition of what constitutes authentic leadership to account for the myriad ways in which we live and lead, we discover how people without positional authority can change their communities in profound ways. Hence, leadership is not dependent upon a person's organizational position, but rather on how their actions demonstrate care for the world. This more expansive context, together with Arendt's insights, opens up new avenues of thinking about the interconnections among gender, authenticity and leadership.

Using the example of the British fish and chip shop, I explore the socio-historical connections among culture, taste and organizations. Specifically, the British 'chippie' illustrates how cultural tastes affect our comprehension of organizations. In examining this occupation in depth, we see how the fish and chip shop reveals the ways class and cultural prejudices affect how an organization is perceived. Considering an organization's history offers us a glimpse into how organizational tastes are shaped by broader social processes. Additionally, I explore taste and organizations through diverse theoretical lenses. First, the chippie constitutes an organizational example of Pierre Bourdieu's contrast between taste as luxury and taste as necessity. Second, the work of Hannah Arendt highlights the intersubjective nature of taste, and its connection with judgement. Third, exploring taste with Antoine Hennion's writings reveals the connection between practices and things. Examining taste through diverse theoretical lenses can thus open up productive lines of inquiry for taste and organizational studies.

Purpose
Undertaking feminist inquiry calls for scholars to challenge the powerful hegemonic, masculinist, taken for granted values and gender injustices that continue to underpin institutional life (Wickstrom et al., 2021). A root cause of gender injustice is misogynistic and neoliberal institutional practices. Gender injustices range from micro-aggressions to workplace bullying (Mavin and Yusupova, 2021), as well as the perpetuation of sexualized and gender-based violence (GBV). The purpose of this paper is to consider the challenges with policy implementation of GBV policies. Specifically, the authors discuss the barriers three senior women leaders at one Canadian university face in their efforts to change institutional culture, with the intention of minimizing GBV on campus. By attending to the lived experiences of women leaders involved in trying to effect institutional change, the authors learn that GBV is not an unusual event. Rather, it is an everyday occurrence perpetuated by hierarchical cultures that resist those women leaders who think and act differently. Put simply, trying to lead differently is not without risk, especially for those women courageous enough to speak out against gender injustices in the workplace. The risks associated with speaking out are at the individual level (personal identity) and interactional level (social ties) (Khan et al., 2018). Furthermore, these findings suggest women leaders willing to speak out may experience isolation. Over time, this isolation can lead to a lack of support and burnout (Zumaeta, 2018).


Design/methodology/approach
Building upon the work of Ahmed (2014; 2015; 2017; 2019; 2021), this paper seeks to explicate the interconnections between gender and structural inequities in the neoliberal academy. The authors use a theoretical and methodological approach that draws upon Ahmed's (2014) notion of "practical phenomenology." This approach can highlight valuable insights from the experiences of those involved in the act of "doing," which, in this case, refers to three women leaders engaged in the implementation of a GBV policy. Using this approach helps to weave theory and praxis together to comprehend the difficulties women leaders experience in putting policy into practice to enact institutional change to eradicate gender inequities.


Findings
The findings of this paper indicate the challenges women leaders in academia have in putting policy into practice. Four interconnected themes emerge: the insidious institutional roots of GBV; naming or lack thereof; pockets of resistance; and balancing contradictions. These findings also indicate that leading this type of institutional policy change requires determination and courageous action to combat organizational sexism (Ahmed, 2021). This action is not without challenges to the careers of those willing to speak out against gender injustice in the workplace.


Research limitations/implications
Research limitations are that this is a small study undertaken at one university in Canada. As such, these findings cannot be generalized. That said, learning from women leaders' practical experiences can help feminist scholars understand the difficulties in effecting institutional change, especially in regards to turning GBV policy into practice. In turn, this learning adds value to the gender and management literature.


Originality/value
This paper's originality is twofold. First, this paper lies in the practical phenomenological approach the authors engage in to consider gender inequities relating to the difficulties of effecting institutional change in higher education institutions. Engaging in this critical approach helps to learn from the experiences of "expert knowers," which, in this case, refers to those senior women leaders at the forefront of trying to effect institutional change by putting GBV policies into practice. Second, this paper adds to the literature critiquing how masculinist structures in higher education operate to shore up institutional sexism.

The rise of populist leaders in the political sphere mounts a challenge to normative understandings of leadership. To better understand this challenge, we examine how political leaders mobilise different forms of social capital in pursuit of leadership legitimacy, providing insight into the dynamics of how leadership norms are maintained. While research has tended to focus on specific forms of capital, this article considers capital as multi-dimensional and strategically mobilised. The article applies a multimodal analysis to examine interactions between Donald Trump and Hillary Clinton during peak 'Twitter Moments' of the three 2016 presidential election debates. We theorise the paradoxical dynamics of the mobilisation of multiple capitals and their intersection as a simultaneously disruptive and reproductive resource. While the mobilisation of multiple capitals operates to disrupt traditional notions of who can claim legitimacy as a leader in the political field, their disruptive mobilisation serves to reproduce implicit heteronormative leadership values. Hence, our theorisation illuminates the resilience of implicit leadership values, and their intimate connection with heteronormativity, calling for the need to interrogate leadership legitimacy claims that promise 'new' approaches.

This article uses the lens of fourth wave feminism to examine media accounts of institutional and student responses in two cases of sexual violence at institutions of higher education. Competing discourses reveal a disconnect between what institutions say they do and students' actual experiences of the institutional handling of sexual violence cases. When policies, actions, and values are not fully aligned, institutions of higher education are unable to respond to societal and institutional injustices. Hence, recommendations for better alignment between institutional values and actions are proposed.