Cases on Gender and Leadership: Paradigms, Perspectives, and Practice
Edited by Paige Haber-Curran, Professor, Department of Counseling, Leadership, Adult Education and School Psychology, Texas State University, USA
Cases on Gender and Leadership: Paradigms, Perspectives, and Practice (Edward Elgar Publishing) will be an edited book with cross-disciplinary teachable cases that address gender and leadership. The cases will challenge readers and students to consider gender and leadership in expansive ways that challenge and problematize traditional and restrictive notions of leadership and gender.
Cases on Gender and Leadership: Paradigms, Perspectives, and Practice (Edward Elgar Publishing) will be an edited book with cross-disciplinary teachable cases that address gender and leadership. The cases will challenge readers and students to consider gender and leadership in expansive ways that challenge and problematize traditional and restrictive notions of leadership and gender.
Chapter Guidelines
What is a “teaching case”?
A teaching case can be used within a course to teach key concepts using a real-life or realistic case. The case provides an example that offers students the opportunity to discuss the situation, apply key concepts, and consider how these concepts are applied in practice. I anticipate the cases will be used to supplement course curriculum related to gender and leadership across disciplines for undergraduate and graduate-level courses. The cases may also be used as resources for professional development or continuing education.
Please note, a teaching case is different than a “what-should-you-do case study”. A “what-should-you-do case” is a type of case study that might be used in case study competitions or similar contexts – for example, in my field of student affairs, I have seen case studies used for comprehensive exams or case study competitions at professional associations. “What-should-you-do case studies (some of which are based on real situations and some hypothetical) typically lay out the details of the case and key characters – and then end with a “what would you do” approach, asking students to propose a course of action and rationale as to why they chose that course of action. That is not the type of case included in this case book.
It may be helpful to think about the cases in the book as scenarios, organizations, or situations that serve as examples from which to learn about and apply key concepts/ideas related to gender and leadership. Although some of the discussion questions in the case chapters in this book could include some questions that ask the readers to consider how they would respond to details or situations in the case, the overall purpose of the case is not to task the reader with coming up with a course of action. Through reading the cases and considering the questions posed in the case, the reader should gain a deeper understanding of the key concepts or ideas covered in the case with a clear real-life or realistic application and/or example to go along with it.
All chapter authors are encouraged to refer to the sample cases from other case books in the Edward Elgar case books (I have posted a few that are open access, and I’m still waiting on the publisher to provide me copies of other specific cases I have selected to share).
Should the cases be real-life cases?
They can be – they can also be based on or informed by real-life situations, scenarios, challenges, organizations, or leaders; obtain permissions from those organizations or individuals whom you may be highlighting in the chapter by name; pseudonyms can also be used
Is there a required approach and structure for the chapter?
Each case may take a slightly different approach (as you will see in the sample chapters provided). Cases should be written in third person, even if the case happens to focus on you as the/a person in the case.
These components are expected for each case:
Other components/headers can be added as well if it’s helpful for the case chapter, and creativity is encouraged. Think about ease of readability as you draft your chapter- where relevant, consider including tables, bulleted lists, or figures/diagrams. Other format features could include: first-person reflections of key people in the case; timeline of events or key dates; textbox of key information about a company, community, or country; tables of key facts or figures.
Please also refer to “What is a teaching case?” above.
How long should each chapter be?
Chapters should be a maximum of 2,500 words, inclusive of all components. This is short and sweet! The publisher noted that teaching faculty (and students) prefer shorter cases (and thus more cases in a book) rather than less cases that are longer and more in-depth. Here are some suggestions so as not to go over the allotted length of the chapter:
What are the guidelines for formatting/citations?
Each chapter should be written using APA 7th edition formatting, specifically related to writing mechanics, headers, font, line spacing, and citations. Please seek out APA 7 resources online or consider using an editor to support you if you are not familiar with APA 7 (I personally recommend Heartful Editor).
What should be cited within the chapter?
Each case should include references to concepts, theories, or models covered in the case. Please use primary sources. Include webpages where relevant. In-text citations and a reference page are required using APA 7th edition.
Are permissions required for content in the chapter?
If you are reprinting any information, such as a visual from an organization, written permission is required. Similarly, if you are including a table or model or diagram from a published source, such as a chapter or journal, it is your responsibility to gain written permission from the publisher to reprint the visual. If you are unable to gain permission, consider adapting models or content in tables. You can find more information provided by Edward Elgar here.
A teaching case can be used within a course to teach key concepts using a real-life or realistic case. The case provides an example that offers students the opportunity to discuss the situation, apply key concepts, and consider how these concepts are applied in practice. I anticipate the cases will be used to supplement course curriculum related to gender and leadership across disciplines for undergraduate and graduate-level courses. The cases may also be used as resources for professional development or continuing education.
Please note, a teaching case is different than a “what-should-you-do case study”. A “what-should-you-do case” is a type of case study that might be used in case study competitions or similar contexts – for example, in my field of student affairs, I have seen case studies used for comprehensive exams or case study competitions at professional associations. “What-should-you-do case studies (some of which are based on real situations and some hypothetical) typically lay out the details of the case and key characters – and then end with a “what would you do” approach, asking students to propose a course of action and rationale as to why they chose that course of action. That is not the type of case included in this case book.
It may be helpful to think about the cases in the book as scenarios, organizations, or situations that serve as examples from which to learn about and apply key concepts/ideas related to gender and leadership. Although some of the discussion questions in the case chapters in this book could include some questions that ask the readers to consider how they would respond to details or situations in the case, the overall purpose of the case is not to task the reader with coming up with a course of action. Through reading the cases and considering the questions posed in the case, the reader should gain a deeper understanding of the key concepts or ideas covered in the case with a clear real-life or realistic application and/or example to go along with it.
All chapter authors are encouraged to refer to the sample cases from other case books in the Edward Elgar case books (I have posted a few that are open access, and I’m still waiting on the publisher to provide me copies of other specific cases I have selected to share).
Should the cases be real-life cases?
They can be – they can also be based on or informed by real-life situations, scenarios, challenges, organizations, or leaders; obtain permissions from those organizations or individuals whom you may be highlighting in the chapter by name; pseudonyms can also be used
Is there a required approach and structure for the chapter?
Each case may take a slightly different approach (as you will see in the sample chapters provided). Cases should be written in third person, even if the case happens to focus on you as the/a person in the case.
These components are expected for each case:
- Title of Case
- Case Summary (3-5 sentences)
- Case Key Words (3-5 key words)
- Case Example – this will likely make up about 70-80% of the chapter
- Below are components you may want to consider -the list is not exhaustive, and not all components may be relevant for each case
- Background information and facts
- Scenario(s) or challenge(s)
- Introduction of and application of relevant leadership and/or gender concepts (e.g., frameworks, models, theories)– this could be integrated throughout the case example or could be parsed out in different sections (authors should assume readers do not have previous knowledge of the concepts, so some key information about the concepts and relevant references should be provided
- Below are components you may want to consider -the list is not exhaustive, and not all components may be relevant for each case
- Teaching & Learning Applications – this is the next largest section of the chapter, likely making up about 20-30% of the chapter
- Learning outcomes (2-4 outcomes)
- Questions for discussion and reflection
- Teaching notes or considerations (e.g., modifications, pedagogical considerations, activities, assignments; if applicable)
- Further Reading and Resources (if applicable)
- Key Leadership Lessons From the Case (3-6 key lessons)
- References
Other components/headers can be added as well if it’s helpful for the case chapter, and creativity is encouraged. Think about ease of readability as you draft your chapter- where relevant, consider including tables, bulleted lists, or figures/diagrams. Other format features could include: first-person reflections of key people in the case; timeline of events or key dates; textbox of key information about a company, community, or country; tables of key facts or figures.
Please also refer to “What is a teaching case?” above.
How long should each chapter be?
Chapters should be a maximum of 2,500 words, inclusive of all components. This is short and sweet! The publisher noted that teaching faculty (and students) prefer shorter cases (and thus more cases in a book) rather than less cases that are longer and more in-depth. Here are some suggestions so as not to go over the allotted length of the chapter:
- focus on the key outcomes/concepts of the case – consider if/when extra details or situations that may not be central to the key outcomes/concepts could be cut or condensed
- focus in on key, relevant citations, as references can add a lot of extra text
- sometimes less is more – could you focus on less issues in more depth- rather than lots of potential concepts/issues that wouldn’t allow for much depth due to space restrictions?
- consider using tables and/or bullets to present information – this can help with word count and with readability
- consider using AI tools such as Perplexity, Chat GPT, or Grammarly to suggest ways to shorten your manuscript
What are the guidelines for formatting/citations?
Each chapter should be written using APA 7th edition formatting, specifically related to writing mechanics, headers, font, line spacing, and citations. Please seek out APA 7 resources online or consider using an editor to support you if you are not familiar with APA 7 (I personally recommend Heartful Editor).
What should be cited within the chapter?
Each case should include references to concepts, theories, or models covered in the case. Please use primary sources. Include webpages where relevant. In-text citations and a reference page are required using APA 7th edition.
Are permissions required for content in the chapter?
If you are reprinting any information, such as a visual from an organization, written permission is required. Similarly, if you are including a table or model or diagram from a published source, such as a chapter or journal, it is your responsibility to gain written permission from the publisher to reprint the visual. If you are unable to gain permission, consider adapting models or content in tables. You can find more information provided by Edward Elgar here.
Sample ChaptersHere are some example cases from other case books published by Edward Elgar. These are open access chapters and/or ones I have been granted permission to share with authors. I provide these sample chapters, as I imagine many authors may find it helpful to see different approaches to writing up a case chapter. Note that each case book varies slightly in terms of format and approach (and length). Edward Elgar has moved away from longer cases toward shorter cases. Please be sure to refer to the chapter guidelines above for our specific volume.
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Additional Book InformationCases on Gender and Leadership: Paradigms, Perspectives, and Practice will be published by Edward Elgar Publishing as part of the Elgar Leadership Cases series, which bridges the gap between theory and real-world leadership practice. Interdisciplinary in scope, the series spans a wide range of topics, from traditional leadership theories to applications of leadership across business, political, historical and social contexts. Cases of varying lengths are included to meet instructor and student needs in different teaching scenarios. The cases serve as a springboard for classroom discussion, while learning objectives and summary questions inspire deeper thinking. Incorporating examples of leadership failure as well as success, books in this series provide a rich and practical resource for course instructors and students alike.
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Chapter Submission
Chapter authors were asked to select one of three options for deadlines:
Submit the chapters as Microsoft Word documents by your selected deadline via email to [email protected].
- August 15
- September 15
- October 15
Submit the chapters as Microsoft Word documents by your selected deadline via email to [email protected].