EVENT MANAGEMENT
COURSES: ‘GIRL POW
ER?’
Emma NOLAN & Hugues SERAPHIN
E

VENT MANAGEMENT COURSES: ‘GIRL

POWER?’
Emma NOLAN
Programme Leader & Senior Lecturer, Event Management
The University ...
STRUCTURE
Introduction
Literature review
Methods
Results & Discussion
Conclusion

INTRODUCTION
Event Management course at The University of
Winchester:
85% of the students – Female
15% of the students - M...
LITERATURE REVIEW (1)
For Francis (2000), some subjects are perceived by students
as masculine or feminine domain
LITERATURE REVIEW (2)
W
omen are disproportionately underrepresented in science
and engineering fields (Dick & Rallis, 199...
LITERATURE REVIEW (3)
Motivation to study:
Intrinsic
Extrinsic
Strategic
LITERATURE REVIEW (4)
Sibson (2011), work on the choice of career paths of University
students studying Event, Sport and R...
LITERATURE REVIEW (5)
Molesworth and Scullion (2005) , Bloxham and Boyd (2007)
and McEvoy (2011) refer to ‘strategic learn...
LITERATURE REVIEW (6)
Molesworth and Scullion (2005) assert that students who choose to study
vocational courses are more ...
LITERATURE REVIEW (7)
Adcroft’s (2009) study of Management degrees was
contradictory.
Students of specific management cour...
METHODS
 Sample: Event Management students
 Sample: Event Management students
at
at
The University of Winchester: 144
Th...
RESULTS
 
 

Why do you think there is such an imbalance in the number of male/female
students on your course?

Total

Girls are m...
1

2
Motivation – General
Observations











I chose the degree because…
19 factors (extrinsic, intrinsic, strategic...
Strategic Learners






I thought I could get a good overall grade
I liked the assessment patterns
I felt that the ti...
I chose the course because:
Females




I want to understand
this subject in depth
87%
It looks challenging
67%

Males
...
The most important factor:
Females




I want to be an
event manager 18%
Career
prospects/graduate
level job/interesting...
LIMITATIONS OF FINDINGS
Sample:
Only data from Event Management students at The University of
Winchester were used
HOW
EVE...
CONCLUSION
•

•

•
•

•

Both male and female students are influenced by a mix of
intrinsic and extrinsic factors
Female s...
REFERENCES
Adcroft, A. (2009) The Motivations to Study of Undergraduate Students in Management: The impact
of degree progr...
ANY
QUESTIONS?
EVENT MANAGEMENT
COURSES: ‘GIRL POW
ER?’
Emma NOLAN & Hugues SERAPHIN
Event management courses girl power
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  • Emma + Hugues
  • Hugues
  • Emma
    As part of our open day presentations we draw attention to the fact that 85% of our students are female – we feel it only fair to make this clear to our female and particular male applicants. But on being questioned about this by a parent, we have been prompted to begin our own study into why there is such a gender imbalance. Obviously as a University we have a greater number of female students, but not to this extent. Neither is the event management industry as imbalanced. In fact if anything it is still a male dominated industry as a whole with recent industry research suggesting as little as 20% of leading practioners are female.
    And so, quite recently, we embarked on our first steps to explore this phenomenon and with our first piece of research our main objective is to determine whether prospective students associate event management as a course with a particular gender and thus why male and students choose the course.
    At the moment the course is recruiting well, however, for the future security and stability of the course it could prove invaluable to understand why we are not recruiting as many male students as perhaps we might and thus how to change this.
  • Hugues
  • Hugues
  • Emma
    In our literature review we were particularly drawn to studies of what motivates students to study in the first place and in particular we looked at the difference between students who are intrinsically motivated – for example, who want to go to university because they simply have a desire to learn, students who are extrinsically motivated – who see getting a degree as a step towards getting a job
    We also looked at the concept of the strategic student – which I’ll come back to.
    What also struck us what that in all the relevant research that we found, rarely did the researcher differentiate between responses of male to female participants.
  • Hugues
  • Emma
    Molesworth and Scullion, Bloxham and Boyd and McEvoy all refer to ‘strategic learners’. These are students who adopt a surface approach to learning as the quickest way to obtaining a good grade – these are students who will assess courses on the basis of whether or not they believe that they present the best way for them to obtain the highest grade possible.
  • Emma
    Molesworth and Scullion’s research was of particular interest to us because it focused on vocational degrees. They assert that students who choose to study more practical courses, which of course would include event management, are more likely to be extrinsically motivated. Their study of how degrees are promoted to students suggests that mode of assessment on the course, location of the campus, and perception of a ‘fun’ degree will influence students decisions. But overall employability will be the key motivation, the notion that the degree will be a stepping stone into a particular job.
  • Emma
    Adrcroft’s study of the motivation of students on various Management degrees was rather contradictory. He suggests that students who study specific management courses, and of course Event Management would be an example of such a course, are very strongly motivated to go to university. They will be motivated by a mix of extrinsic and intrinsic factors but overall intrinsic factors will have greater influence.
    Adrcroft developed a framework for testing his theory and in our primary research we have adapted some of his suggestions into our approach.
  • Hugues
  • Emma – in the responses it was curious to note that some students refer to event management courses being about wedding planning. Wedding planning isn’t something we mention in any of our marketing materials, nor is it mentioned in any of our module descriptions.
    Other viewpoints raised by students was that males are more likely to be attracted to other subjects and that woman are better organisers and are therefore more drawn to event management as a discipline.
  • Hugues
  • EMMA
    An in depth question was included in the questionnaire exploring the many factors that may have influenced a student’s decision to study event management at Winchester ( I chose the degree because). A total of 19 factors were specified and students were able to add others. They were also asked to indicate the strongest influencing factor.
    Students were asked to answer on a Likert scale ranging from 1 (in now way like me) to 7 (a lot like me) which mirrors the method used by Adcroft
    Overall females used the 6 and 7 scores more readily than the males who tended to spread their scores. Adcroft focused his analysis of positive scores as those of 5 and above, and overall 74% of answers from females were at 5 or over and 68% of the answers from males were 5 or over.
    Overall, females scored most factors at 6 whereas males were lower at 5.
  • EMMA
    We asked about factors related to strategic choices – and with both genders these proved to be significant influences, suggesting both genders have characteristics of strategic learners
    I thought I could get a good overall grade – slightly more important to males
    I liked the assessment patterns – of equal importance to both genders
    I felt that the modules sounded interesting – slightly more important to females
    Many additional comments showed that students had considered carefully how they felt they would perform academically on the degree, although only 1 student (female) cited this as the most important factor overall.
    One factor – I can get a better grade with this degree than with another – seemed to be particularly important to male students, and this factor scored very highly with them overall. However the female respondents scored it much lower.
  • Both genders indicated that they first made the decision to study Event Management and then chose Winchester. Also both genders indicated that liking the campus was a key factor in their decision to come here
  • EMMA
    Both genders showed that they are motivated by a range of extrinsic and intrinsic factors. But some answers would suggest that female students are more influenced by intrinsic factors than their male counterparts, with 87% of them scoring ‘I want to understand the subject of event management in depth’ at 5 or above, compared to only 63% of the male respondents.
    Additionally, a greater percentage of female students felt influenced by the challenging nature of studying the degree than male students.
  • EMMA
    When asked to indicate what was the most important factor in their decision to study event management, there was a mix of answers but a clear winner with the female respondents, 18% are quite sure that they want to be an event manager. Interestingly this wasn’t chosen by any male students and this factor scored poorly overall, with half of them scoring it below 5.
    The male students also selected various answers to this question but the majority picked ‘I want to study a practical subject’ which scored well overall too. None of the female students chose this as their most important factor.
    Both genders also indicated that employability factors were important supporting the research undertaken by Molesworth and Scullion.
  • Hugues
  • BOTH
    EMMA
    Our research would indicate that all students are influenced by a mixture of intrinsic and extrinsic factors although females are more likely to be influenced by intrinsic factors and males are more likely to make strategic decisions. It would appear that females embarking on university study of event management have a clearer idea of their intended career path than their male counterparts. And males are more interested in the practical nature of the course. This in particular could be key to understanding how to target more male students in the future, it may also indicate that males need more career guidance pre university.
  • Event management courses girl power

    1. 1. EVENT MANAGEMENT COURSES: ‘GIRL POW ER?’ Emma NOLAN & Hugues SERAPHIN
    2. 2. E VENT MANAGEMENT COURSES: ‘GIRL POWER?’ Emma NOLAN Programme Leader & Senior Lecturer, Event Management The University of Winchester Emma.nolan@winchester.ac.uk Hugues SERAPHIN Lecturer, Event Management The University of Winchester Hugues.seraphin@winchester.ac.uk
    3. 3. STRUCTURE Introduction Literature review Methods Results & Discussion Conclusion 
    4. 4. INTRODUCTION Event Management course at The University of Winchester: 85% of the students – Female 15% of the students - Male Our main objective is to determine whether prospective students associate event management as a course with a particular gender and determine why male and female students choose the course
    5. 5. LITERATURE REVIEW (1) For Francis (2000), some subjects are perceived by students as masculine or feminine domain
    6. 6. LITERATURE REVIEW (2) W omen are disproportionately underrepresented in science and engineering fields (Dick & Rallis, 1991; Leach, 1998)
    7. 7. LITERATURE REVIEW (3) Motivation to study: Intrinsic Extrinsic Strategic
    8. 8. LITERATURE REVIEW (4) Sibson (2011), work on the choice of career paths of University students studying Event, Sport and Recreation Management is based on: Having enjoyable work, a variety of opportunities and pleasant working conditions are the most important factors. His research was not gender orientated HOWEVER, his sample was made of the 62 students of the course: 65% female students 35.6% male students
    9. 9. LITERATURE REVIEW (5) Molesworth and Scullion (2005) , Bloxham and Boyd (2007) and McEvoy (2011) refer to ‘strategic learners’ Motivated by grades
    10. 10. LITERATURE REVIEW (6) Molesworth and Scullion (2005) assert that students who choose to study vocational courses are more likely to be extrinsically motivated. Mode of assessment on the course, location of the campus, and perception of a ‘fun’ degree will influence students decisions. Employability will be the key motivation
    11. 11. LITERATURE REVIEW (7) Adcroft’s (2009) study of Management degrees was contradictory. Students of specific management courses will be motivated by a mix of extrinsic and intrinsic factors but overall intrinsic factors will have greater influence.
    12. 12. METHODS  Sample: Event Management students  Sample: Event Management students at at The University of Winchester: 144 The University of Winchester: 144 students students Ye aa r33 : 55 5 ss tud ents Ye r : 5 tud e nts Ye aa r22 : 49 ss tud ents Ye r : 49 tud e nts Ye aa r1 1: : 40 ss tud ents Ye r 40 tud e nts  Analysis: SPSS  Analysis: SPSS 98 students (68%) 98 students (68%) completed the completed the questionnaire questionnaire = = Reliable results Reliable results  Questionnaire: 11 questions  Questionnaire: 11 questions Gender // Age // Level of study // Status // Gender Age Level of study Status previous study // degrees and previous study degrees and gender // Event Management and gender Event Management and gender // discrepancy female & male gender discrepancy female & male in the course // explanation // in the course explanation Motivation Motivation
    13. 13. RESULTS
    14. 14.     Why do you think there is such an imbalance in the number of male/female students on your course? Total Girls are more organised It is all about wedding planning Males are more attracted to other subjects (business, sport) Higher ratio of females at Uni Stereotypes (women are good at organising) No explanation provided Event management not well known More opportunities for women Image of Winchester More females in the industry Change of mentality Women more prominent in the industry Because males know the subject is dominated by female therefore chose something else Gender Male Female 0 4 1 8 Total 4 9 3 20 23 3 13 16 3 8 11 2 2 18 6 20 8 1 0 1 0 0 2 1 2 1 0 1 1 1 1 2 16 82 98
    15. 15. 1 2
    16. 16. Motivation – General Observations       I chose the degree because… 19 factors (extrinsic, intrinsic, strategic influences) Likert scale 1 (in no way like me), 7 (a lot like me) 74% of the scores from females were 5 or over 68% of the scores from males were 5 or over Mode answer from females – 6
    17. 17. Strategic Learners     I thought I could get a good overall grade I liked the assessment patterns I felt that the title of the module sounded interesting I can get a better grade with this degree than with another males 81%, females 55%
    18. 18. I chose the course because: Females   I want to understand this subject in depth 87% It looks challenging 67% Males   I want to understand this subject in depth 63% It looks challenging 56%
    19. 19. The most important factor: Females   I want to be an event manager 18% Career prospects/graduate level job/interesting subject Males   I want to study a practical subject 27% Fun degree/career prospects/interestin g subject
    20. 20. LIMITATIONS OF FINDINGS Sample: Only data from Event Management students at The University of Winchester were used HOW EVER, We know that in other universities, there are more females in the Event Management courses. NEXT STEP, Extend the study to other universities  Compare gender in courses to gender in the industry 
    21. 21. CONCLUSION • • • • • Both male and female students are influenced by a mix of intrinsic and extrinsic factors Female students are more likely to be influenced by intrinsic factors Male students are more likely to make strategic decisions Female students have a clearer view on what career path they intend to follow Male students are more interested in the practical nature of the course
    22. 22. REFERENCES Adcroft, A. (2009) The Motivations to Study of Undergraduate Students in Management: The impact of degree programme and level of study . International Journal of Management Education, 9 (1), 2010 Bloxham,S & Boyd, P. (2007) De ve lo p ing Effe c tiv e A s e s s m e nt in Hig he r Ed uc a tio n . Maidenhead: s Open University Press Dick, T.P. & Rallis, S.F. (1991) Factors and influences on high school students’ career choices, Jo urna l o f Re s e a rc h in M the m a tic s Ed uc a tio n , 22 (4), 281-292 a Francis, B. (2000) The gendered subject: Students’ subject preferences and discussions of gender and subject ability, O x fo rd Re v ie w o f Ed uc a tio n, 26 (1), 35-48 Leach, F. (1998) Gender, education and training, G e nd e r a nd De ve lo p m e nt, 6 (2), 9-18 McEvoy, G. (2011) Increasing Intrinsic Motivation to Learn in Organizational Behaviour Classes. Journal of Management Education, 35:468 Molesworth, . & Scullion, R. (2005) The Impact of Commercially Promoted Vocational Degrees on the Student Experience, Journal of Higher Education Policy and Management, 27 (2), 209-225 Sibson, R. (2011) Career choice perceptions of undergraduate event, sport and recreation management students: An Australian case study, Jo urna l o f Ho s p ita lity, Le is ure , Sp o rt a nd To uris m Ed uc a tio n, 10 (2), 50-60
    23. 23. ANY QUESTIONS? EVENT MANAGEMENT COURSES: ‘GIRL POW ER?’ Emma NOLAN & Hugues SERAPHIN

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