This study sheds light on the underrepresentation of women as school principals by analysing which model (organisational or individual) is most identified with the gender differences in the quality of management found in favour of women principals. To do so, this study presents a model for the appointment of school heads in a two-sided market: demand and supply. On the demand side (organisational model), the presence of double standards, with respect to the promotion of women, would imply that higher bars are set for the evaluation of women. Alternatively, on the supply side (individual model), a potential lower self-efficacy perception among women could lead them to self-exclude from managerial positions. In both cases, the findings reveal only highly-skilled females as principals and a gender gap in principal positions. By using the World Management Survey (WMS), data indicate that female principals are associated with higher management quality, which confirms the presence of barriers to female promotion. Exploration of the market side responsible for these barriers found that only the demand side is significant, which signals the double-standard argument. This supports the argument that changes in the principal selection process should be implemented for the maximisation of the available pool of talent.

The study of Entrepreneurship Framework Conditions (EFC) has found that training and education have, among other things, a positive effect on overcoming barriers when starting your own firm. Our research can be placed in this line, but with an added specificity, since it is focused firstly on women and secondly on the digital economy. Thus, we have studied the situation of women entrepreneurs in the digital economy in Spain, asking them about their personal traits, the characteristics of their ventures and the barriers they encountered. We have studied the effect of EFCs on overcoming barriers to entrepreneurship, with a special focus on training and entrepreneurship education. In addition, the effect of self-efficacy perception (the conviction of having the necessary skills to start a business) on overcoming barriers to entrepreneurship has been factored in. After the implementation of a Structural Equation Model (SEM), we show that training helps female entrepreneurs in the digital economy to overcome barriers to entrepreneurship, especially after the mediation of their self-efficacy perception, which is increased by specific entrepreneurial training. We can conclude that policy recommendations to counteract the gender gap in entrepreneurship with specific training should be promoted, specifically in such a strategic sector as the digital economy.

Companies are vital agents in achieving the United Nations’ Sustainable Development Goals. One key role that businesses can play in achieving the 5th Sustainable Development Goal on gender equality is implementing training programs for their women executives so they can reach top corporate leadership positions. In this paper, we test the effectiveness of an Authentic Leadership Development (ALD) program for women executives. By interviewing 32 participants from this ALD program and building on authentic leadership theory, we find that this program lifts women participants’ self-efficacy perception, as well as their self-resolution to take control of their careers. The driver for both results is a reflective thinking process elicited during the program that leads women to abandon the stereotype of a low status role and lack of self-direction over time. Through the relational authenticity developed during the program, women participants develop leadership styles that are more congenial with their gender group, yet highly accepted by the in-group leader members, which enhances their social capital. After the program, the women participants flourished as authentic leaders, were able to activate and foster their self-esteem and social capital, and enhanced their agency in career advancement, increasing their likelihood of breaking the glass ceiling.

This study focuses on a particular type of entrepreneurship. Digital entrepreneurship initiated by women. This type of business creation is of particular interest because of its high impact on economic development and the dynamization of developed economies, in many cases with relevant social orientation. Here it is especially relevant to find parity between men and women when it comes to entrepreneurship, since otherwise, inclusive development would not be achieved, nor would all the entrepreneurial potential of a society be exploited. After a description of the particular characteristics of both, digital and female entrepreneurship, we review the barriers that commonly face each of them. Through an empirical study, which compiled the responses of 161 digital entrepreneurs in Spain, we proceed to contrast the identified barriers in the literature with the business reality. The difficulties commonly faced by digital entrepreneurs can be confirmed, as well as those faced by women, in terms of difficulties in finding financing. However, other barriers, such as the role of women in the family, seem to have less relevance in this type of enterprises. Finally, general conclusions are offered, in which the points of action for possible policies to promote female digital entrepreneurship are highlighted.

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This study explores the realm of authentic leadership theory to examine how female teenagers can enhance relational authenticity and develop authentic leadership skills through a specialized program. Employing multigroup Structural Equation Modeling (SEM), we assess the impact of this leadership intervention on female teenagers, comparing pre- and post-intervention results. Additionally, we contrasted the outcomes of program participants with those of same-aged, non-participating students from similar backgrounds. The analysis revealed a significant increase in the scores for the four constructs of authentic leadership among the program’s participants. Notably, their academic grades also improved post-intervention. Focusing on high school females aged 16 years and above, the study addresses a critical age for developing self-perception of competence and confidence. The persistent underrepresentation of females in leadership roles underscores the necessity for early interventions like this one. These findings contribute to a deeper understanding of how a leadership program can positively influence the development of authentic leadership skills among participants, while also observing enhancements in academic achievement following this particular intervention