74
6.3.2 Data Collection
For the purposes of data collection, 27 open interviews were conducted. Additionally,
two focus groups including women and key stakeholders in the extractive industry
in Colombia and Chile were also analysed. Focus groups addressed topics such as
challenges and opportunities for the participation of women in the extractive industry, from higher education to employment. Interviews were conducted between May
and October 2016. The focus groups were conducted in Colombia and Chile, in the
first semester of 2017, while the data analysis and development of the manuscript
was carried out in the second semester of 2017 and the beginning of 2018.
6.3.3 Data Analysis
Discourse analysis enabled data analysis. This methodological technique was conducted through a detailed reading line by line of each of the interviews. Subsequently,
a simplified version coding grounded theory (Strauss and Corbin 2002; Trinidad
et al. 2006) facilitated the development of categorical discussion either open or lateral. This bi-level analysis established several key categories, which added a greater
depth of analysis to the discourse by paying specific attention to both the superficialstructural aspects and those with the deepest roots, even hidden from the subjects
(Santander 2011). The findings are presented in conjunction with relevant literature
and field observations.
6.4 Discussion
For purposes of this study, the factors that compromise sustainable leadership of
women are a set of challenges that hinder their development at both the university
level and at the labour markets (Swanson et al. 1996; Cardoso and Marques 2008;
Donoso et al. 2011). These challenges are understood as “events or conditions,
either within the person or in their environment that hinder the progress of the
race” (Swanson and Woitke 1997: 446), that is, it is a wide range of obstacles that
interfere in the professional development of a person. In the analysis of the
research results, three types of factors were identified, namely, sociocultural, corporate and governmental. Also, within these three categories, we identified eight
specific factors and possible actions to counteract the adverse effects of these barriers on women and that prevent leadership at the university and the workplace:
gender equality, gender diversity, sexual discrimination, lack of trust, maternity,
working conditions, macho culture and the reconciliation of one’s personal and
professional life.
I. B. Franco et al.
6.3.2 Data Collection
For the purposes of data collection, 27 open interviews were conducted. Additionally,
two focus groups including women and key stakeholders in the extractive industry
in Colombia and Chile were also analysed. Focus groups addressed topics such as
challenges and opportunities for the participation of women in the extractive industry, from higher education to employment. Interviews were conducted between May
and October 2016. The focus groups were conducted in Colombia and Chile, in the
first semester of 2017, while the data analysis and development of the manuscript
was carried out in the second semester of 2017 and the beginning of 2018.
6.3.3 Data Analysis
Discourse analysis enabled data analysis. This methodological technique was conducted through a detailed reading line by line of each of the interviews. Subsequently,
a simplified version coding grounded theory (Strauss and Corbin 2002; Trinidad
et al. 2006) facilitated the development of categorical discussion either open or lateral. This bi-level analysis established several key categories, which added a greater
depth of analysis to the discourse by paying specific attention to both the superficialstructural aspects and those with the deepest roots, even hidden from the subjects
(Santander 2011). The findings are presented in conjunction with relevant literature
and field observations.
6.4 Discussion
For purposes of this study, the factors that compromise sustainable leadership of
women are a set of challenges that hinder their development at both the university
level and at the labour markets (Swanson et al. 1996; Cardoso and Marques 2008;
Donoso et al. 2011). These challenges are understood as “events or conditions,
either within the person or in their environment that hinder the progress of the
race” (Swanson and Woitke 1997: 446), that is, it is a wide range of obstacles that
interfere in the professional development of a person. In the analysis of the
research results, three types of factors were identified, namely, sociocultural, corporate and governmental. Also, within these three categories, we identified eight
specific factors and possible actions to counteract the adverse effects of these barriers on women and that prevent leadership at the university and the workplace:
gender equality, gender diversity, sexual discrimination, lack of trust, maternity,
working conditions, macho culture and the reconciliation of one’s personal and
professional life.
I. B. Franco et al.