The role of women has become a central issue in educational debate because of the discrepancy between their representation at the administrative and policy level and their representation at the classroom level. This study identified the factors which aid the success of women in educational administration. By using structured interviews and response analysis the study identifies major facilitaters and barriers to success. The literature review surveys the position of women in educational administration. The study provides information that is crucial to aspiring female educators in individual career planning and is essential to systems in the promotion of Equal Employment Opportunities. Research was undertaken in the Australian Capital Territory and involved Government and Non Government systems.

The aim of this diploma thesis is to analyse in detail the issue of the position of women in top management positions in the Czech Republic. The theoretical part of the thesis focus mainly on the legislation and mapping of the current situation of the issue. The thesis also examines gender, gender identity and gender mainstreaming, all of those terms are defined in detail in the text. The first part of the theses builds an important theoretical base and explains terms such as glass ceiling and the mentioned gender mainstreaming. The work also investigates the issue of equal pay and employment of women. The practical part of the thesis contains its own qualitative research that was done with specific top managers in the selected company. The aim of the practical part is to compare the theoretical concepts of the position of women on the Czech labour market with the situation in a particular Czech company. During the research are investigated both opinions of top managers on the nationwide situation as well as the situation within the company. Based on the research results, the research questions are answered and recommendations for improving the current position of women on the Czech labour market are formulated.

De « facture classique », cette thèse se veut particulièrement originale tant dans le choix de l’objet investigué que dans les résultats obtenus. En s’attachant à mieux comprendre la dynamique qui a prévalu au cours de l’intégration stratégique d’un projet culturel et managérial en faveur de la diversité dans une organisation du Supérieur, ce travail s’inscrit à la lisière de la stratégie et de la GRH. Il prend son origine dans le cadre général des études traitant de la non-discrimination et du management de la diversité en France, en s’intéressant toutefois à une organisation particulière puisqu’il est question de la Business School, dont le rôle socioéconomique est singulier. En effet, elle produit la future génération de managers et dans une moindre mesure les futurs leaders et décideurs économiques.Ce travail s’intéresse donc à l’application de l’approche conceptuelle et managériale de la diversité dans ce type d’organisation et aux changements induits par une telle démarche dans le cadre d’une étude processuelle longitudinale de cinq ans d’un cas unique (monographie). Reposant sur une ethnométhodologie à visée transformative, cette thèse restitue un changement en train de se faire en mobilisant l’approche contextualiste de Pettigrew. / Despite its classical style, this thesis is highly original in both the subject of the investigation – the strategic integration of diversity into the organizational culture of a French business school – and its results. Focused on the social responsibility of French higher education establishments, this thesis addresses issues that lie at the boundary of strategy and HRM. It targets the institutions that could be called the ‘antechamber’ of the business world, and that produce the next generation of managers: leading business schools. Diversity and non-discrimination at work are recent streams of research in the French managerial literature and this work takes a detailed look at the dynamics of change of a phenomenon that has received little attention: the construction of an organizational culture that fosters diversity. As the emphasis is on ‘organized’ and ‘organizing’ action rather than the institution itself, an intervention research strategy is adopted to investigate ongoing organizational change. This single-domain (monograph), longitudinal and process-based case study was carried out in situ, while Pettigrew’s contextualist approach provided the framework for a detailed description and in-depth analysis.