Analytical Strategy

After the collection of interview data, the process of data analysis started. In this section, the method of analysis is described; how data is translated into evidence to analyse the

propositions drawn from the literature review.

4.3.1 Qualitative Data Analysis Strategy

It was found unworkable to use any of the three ideal-typical analysis approaches of Blatter and Haverland (2012b: 54-63) in this study, considering this research was not X- nor completely Y-centred. The research intention was, first of all, to compare male and female professors who accepted a senior academic management position within Dutch universities. Gender was referred as an independent variable in this study. In addition, this study aimed to examine the various causes of a specific outcome; the variation in motivations of male and female professors, also referred as dependent research variables. Further, the specific outcome, defined by ‘accepting a senior academic management position,’ was likewise considered as an independent research variable in this study. To trace causal mechanisms, information that revealed perceptions and motivations was gathered (Blatter & Haverland, 2012a: 106). This way it was possible to answer the central research question of this study (George & Bennet, 2005).

4.3.2 Mode of Comparison: Coding

The method of coding was used to analyze the data conducted via interviews (Saldana, 2009: 3; Blatter & Haverland, 2012a: 26). Coding entails a reviewing process that transformed transcripts into ‘codes’ (Groves et al., 2009), which made it possible to give meaning and explanation to the gathered interview data (Grbich, 2007: 21, Bryman, 2012: 568). Data that shared similar characteristics were linked to each other with codes in order to examine social patterns (Bernard, 2006: 452; Richards & Morse, 2007: 137). In other words, codes were

essential elements of the research process that, when clustered together, made it possible to analyze data connections (Saldana, 2009: 8). Further, according to Saldana (2009: 4), “coding is not a precise science, as it is a primarily interpretive act.” Sipe & Ghiso (2004: 482-483)

describe this as: “all coding is a judgment call since we bring our subjectivities, our

personalities [..] into the process.” This means that the codes that are applied to the derived data, are the ones decided to be the proper ones to use based on the researchers personal- and public administration analytic lens (Saldana, 2009: 6). The usage of coding methods in this study is divided into two coding cycles.

The first cycle of coding, indicating the initial coding stage, included mainly elemental coding methods to manually codify the data (Saldana, 2009: 66). First, an open-ended coding approach was used, also called initial coding (Saldana, 2009: 81). A coding scheme of

concepts and categories was created conform the conceptual framework of this study, before conducting the interviews (see paragraph 4.3.3: 42). This scheme formed a general guideline as a start (Saldana, 2009: 159). In addition, vivo coding was employed. Useful information in the transcripts brought new concepts and categories along the way while reviewing, that did not meet the existing coding scheme. Codes were given to words or phrases “from the actual

language found in the data” (Saldana, 2009: 74), also referred as “the terms used by

participants themselves” (Strauss, 1987: 33). Moreover, to understand upward mobility and the path to leadership, process coding was used to observe general conceptual action (Saldana, 2009: 77). Further, an affective coding method was used to examine subjective experiences of professors (Saldana, 2009: 86). Finally, values coding was used to reflect and understand the values attributed to, and the way male and female professors think and feel about oneself, other people, the university or senior academic positions (Saldana, 2009: 89-90). All were adding to the existing preliminary scheme of codes and categories, generating the creation of an extensive data scheme (Boeije, 2010: 7-8; Bleijenbergh, 2013: 93).

In the second cycle of coding, all the labelled data sets from the transcripts were put together to fitting thematic concepts in the data scheme. In order to do so, first, the technique of axial coding was used to derive the most relevant information out of the data (Saldana, 2009: 159). The purpose of this technique is to categorize filtered data from the first cycle coding process into components that refer to causes (motivations, including considerations and viewpoints) to make clear “why something happened” (Saldana, 2009: 62; 159). Second,

the technique of pattern coding was used. This technique attributed meaning to certain parts of the collected data that did not fit into the concepts and categories in the data scheme (Saldana, 2009: 152). It looked at the similarities, differences, frequencies and the reasoning of the

information, in order to decide if new concepts or categories had to be added to the data scheme (Saldana, 2009: 6).

The data scheme that came out of these two coding processes was used to answer the research sub-questions in chapter five. This scheme is, however, due to the anonymity of the gathered interview data, not made available in this study. It is forewarded separately, along with the transcribed interviews, to the thesis supervisors and the second reader.

4.3.3 Preliminary Coding Scheme

Continuing on the operationalization of the research variables into measurable factors, the coding scheme outlined the preliminary codes and classified the various research categories before conducting the interviews. As described above, this scheme was established during the initial coding stage in order to provide a beginning guideline for analysis of the gathered data.

Preliminary Code Category

Managerial Motivation 1.1 Intrinsic Motivation

- Work itself: enjoy activity - Opportunity to explore and learn - Pursue goals with personal meaning - Like to take a Challenge

- Satisfaction from helping others - Contribute to the faculty/university - Routine obligation

- Responsibility

1.2 Extrinsic Motivation

- Financial gain: money/salary - Status (Acceptance)

- Promotion (advancement/growth) - Reputation

- Power and authority of position

1.3 Cost-benefit Calculations

- Barriers and Opportunities

o Unique chance

- Risk-taking Considerations

o Perception of precariousness of the position

- Alternatives

- Perception on outcome (on consequence of choice)

o Achievement values

o Achievement Goals

o Seeking for success, and the expectation to reach success

o Fear of failure

1.4 Career Path to Leadership

- Supply

o Motivated by the desire to become an academic manager

o Motivated by the dedication to serve the faculty/university

- Demand

- Stereotyping Bias: best suited to facilitate change, to deal with growth of faculty / best suited to risk full situations

- Conscious

o Rational motivation: Career Goal setting

- Unconscious

o Incremental

o Irrational motivation: Sunk Costs

Leadership Style 2.1 Stereotypically Feminine Characteristics

- Motivated by Agentic and Competent Characteristics

o Emotionally stable o Aggressive o Decisiveness o Independent o Directive o Assertive o Competitive o Ambitious o Self-confident o Dominant o Focus on performance o Forceful in negotiations

2.2 Stereotypically Male Characteristics

- Motivated by Communal and Expressive Characteristics

o Communication skills

o Ability to encourage others

o Mentoring and training

o Empathetic

o Nurturing

o Sensitive

o Helpful

o Gentle/kind

Network and Mentors 3.1 Formal Network

- Motivated by the desire to enhance official contact linked to position during meetings, gatherings etc.

3.2 Informal Network

- Motivated by the desire to enhance informal contact during (coffee) breaks, lunchtime, drinks etc.

3.3 External Network

- Motivated by the desire to enhance contacts outside the university

3.4 Internal Network

- Motivated by the desire to enhance contacts within the university

Visibility 4.1 Increasing visibility (internally/externally)

- Motivated by the desire to build strong connections with influential people (network); the dean / head of the university/other professors

o By for example applying for high-visibility projects or linking to a mentor

Empowerment 5.1 Attain Equality

- Motivated by the desire to attain equality within the organization - Motivated by the desire to improve the individual position within the

5.2 Have Authority

- Motivated by the desire to influence and direct people - Motivated by the desire to exercise control over others

(desire for control over men by means of feminist ideology)

Active Representation 6.1 Active Promotion Career Opportunities for Female Academics

- Motivated by the desire to support women in their upward mobility within the university/faculty

Organizational Equity 7.1 Active Promotion of Gender Equity within the University

- Motivated by the desire to establish special diversity and inclusivity programmes