Gender Diversity and Leadership Style in Virtual Working Environment
Kusi Appiah, Emmanuel (2017)
Kusi Appiah, Emmanuel
Haaga-Helia ammattikorkeakoulu
2017
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-201705239799
https://urn.fi/URN:NBN:fi:amk-201705239799
Tiivistelmä
The main purpose of this study is to improve readers’ understanding of the dynamics be-hind virtual team performance. It focuses on how gender differences, leadership styles and behaviours influence virtual team performance among teachers in Haaga-Helia and Estonia Business School. It also aims to identify whether leadership styles and behaviours vary due to gender differences and have dissimilar effects on virtual team performance. Another intention is to investigate whether gender diversity (i.e. differences) typically bring greater success to teams or working groups in a virtual learning environment.
The theoretical framework was based on the full-range leadership model. However, the scope was concentrated on transformational and transactional leadership styles and behaviours aspect of the model. These leadership styles were chosen by the researcher because they have attracted extensive research attention since their inception; transformational and transactional leadership styles have been proved to impact virtual teams in meaningfully diverse ways; and transformational, and transactional leadership styles can be translated into practical recommendations and suggestions for leadership training. (Hambley, O’Neil and Kline, 2007).
The research strategy for this study was a survey. Having an intention to explore the phenomenon under study, identify themes and patterns, the researcher adopted an abductive form of research approach. Collection of data was obtained from primary and secondary sources. Simple random sampling technique was used select the sample. The analytical approach was both qualitative and quantitative (mixed approach).
From an empirical perspective, two opposing views were obtained. From quantitative approach aspect of the study, it was discovered that both genders exhibited transformational and transactional leadership styles and behaviours when working in virtual teams or tasks. These behaviours were not gender linked, meaning there are no differences between genders. However, based on the result obtained from the qualitative aspect of the study, it has been known that leadership styles are gender linked. It therefore means that there are differences between male and female leadership styles. Besides these inconsistencies, these leadership styles and their associated behaviours have been empirically proven to be linked to positive virtual team performance. Finally, it has been proved by this study that gender diversity generates greater success to teams or work groups in a virtual working environment.
In conclusion, this study has a provided an interpretive view of gender and leadership styles in virtual environment. It has investigated for the leadership styles and behaviours of teachers in virtual working environment, and the inherent differences with respect to gender; and the efficacy of gender diversity to virtual teams or working groups.
The theoretical framework was based on the full-range leadership model. However, the scope was concentrated on transformational and transactional leadership styles and behaviours aspect of the model. These leadership styles were chosen by the researcher because they have attracted extensive research attention since their inception; transformational and transactional leadership styles have been proved to impact virtual teams in meaningfully diverse ways; and transformational, and transactional leadership styles can be translated into practical recommendations and suggestions for leadership training. (Hambley, O’Neil and Kline, 2007).
The research strategy for this study was a survey. Having an intention to explore the phenomenon under study, identify themes and patterns, the researcher adopted an abductive form of research approach. Collection of data was obtained from primary and secondary sources. Simple random sampling technique was used select the sample. The analytical approach was both qualitative and quantitative (mixed approach).
From an empirical perspective, two opposing views were obtained. From quantitative approach aspect of the study, it was discovered that both genders exhibited transformational and transactional leadership styles and behaviours when working in virtual teams or tasks. These behaviours were not gender linked, meaning there are no differences between genders. However, based on the result obtained from the qualitative aspect of the study, it has been known that leadership styles are gender linked. It therefore means that there are differences between male and female leadership styles. Besides these inconsistencies, these leadership styles and their associated behaviours have been empirically proven to be linked to positive virtual team performance. Finally, it has been proved by this study that gender diversity generates greater success to teams or work groups in a virtual working environment.
In conclusion, this study has a provided an interpretive view of gender and leadership styles in virtual environment. It has investigated for the leadership styles and behaviours of teachers in virtual working environment, and the inherent differences with respect to gender; and the efficacy of gender diversity to virtual teams or working groups.