Research

 

Emily's research interests span several fields including international human resource management with a focus on equality and diversity, organisational theory, and cross-cultural management. To date, her research has focused on the impact of research evaluation on female academic careers, pensions and the experiences of older workers, and international human resource management (IHRM) practices in general. Emily has also been integral in recent projects for the Scottish Government and corporate consultancy at her previous employer, The University of Edinburgh Business School. Emily's work contributes to understandings of gendered organisational behaviour and women’s lived experiences of organisational life.

 

Peer-Reviewed Publications & Media Coverage

Google Scholar citation index: https://scholar.google.com/citations?user=lV2kDkYAAAAJ&hl=en

Peer-Reviewed Journal Articles

Chaudhry, S., Yarrow, E., Aldossari, M., (2021) ‘An NHS doctor’s lived experience of burnout during the first wave of Covid-19’ Work, Employment and Society. (ABS 4*) (In Press)

Abdellatif, A., Yarrow, E., et al., (2021) ‘Breaking the Mould: Working through our Differences to Vocalize the Sound of Change’. Gender, Work & Organization. (ABS 3*) (In Press)

Yarrow, E. (2020). Knowledge hustlers: Gendered micro‐politics and networking in UK universities. British Educational Research Journal (ABS 3*)

https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/berj.3671

Yarrow, E., & Pagan, V. (2020). Reflections on front‐line medical work during COVID‐19 and the embodiment of risk. Gender, Work & Organization. (ABS 3*)

https://onlinelibrary.wiley.com/doi/full/10.1111/gwao.12505

Smolović Jones, O., Smolović Jones, S., Taylor, S., & Yarrow, E. (2020). ‘I Wanted More Women in, but...’: Oblique Resistance to Gender Equality Initiatives. Work, Employment and Society, 0950017020936871. (ABS 4*) 

https://journals.sagepub.com/doi/full/10.1177/0950017020936871

Smolović Jones, O., Jones, S. S., Taylor, S., & Yarrow, E. (2020). Theorizing gender desegregation as political work: The case of the Welsh Labour Party. Gender, Work & Organization (ABS 3*)

https://onlinelibrary.wiley.com/doi/full/10.1111/gwao.12445

Davies, J., Yarrow, E., & Syed, J. (2020). The curious under‐representation of women impact case leaders: Can we dis-engender inequality regimes?. Gender, Work & Organization, 27(2), 129-148. (ABS 3*)

https://onlinelibrary.wiley.com/doi/abs/10.1111/gwao.12409

Peer-Reviewed Book Chapters

Yarrow, E., (2021) The power of networks in the gendered academy. In Surviving and Thriving in Academia, Emerald Group Publishing 

https://books.emeraldinsight.com/page/detail/Women-Thriving-in-Academia/?k=9781839822292

Smolović-Jones, O., Smolović-Jones, S., Taylor, S., & Yarrow, E. (2020). Men researching women’s experiences of sexism and discrimination: an impossible position?. In Routledge Companion to Organizational Diversity Research Methods. Routledge.

Yarrow, E. (2018) ‘Gender and the research excellence framework’ in EqualBITE: Gender equality in higher education. Judy Robertson Alison Williams Derek Jones Lara Isbel and Daphne Loads (Eds.) Sense Publishers, Rotterdam, Netherlands.

Government Report

Loretto, W., Airey, L., & Yarrow, E. (2017). Older People and Employment in Scotland. Scottish Government. 

https://www.gov.scot/publications/older-people-employment-scotland/pages/10/

Media Coverage

Yarrow, Emily (2021) Knowledge Hustlers. The Academic Woman Magazine  https://theacademicwoman.co.uk/knowledge-hustlers/

Yarrow, Emily and Davies Julie (2021) For the sake of all involved, we should stop the REF clock. LSE impact blog https://blogs.lse.ac.uk/impactofsocialsciences/2021/01/18/for-the-sake-of-all-involved-we-should-stop-the-ref-clock/

Yarrow, Emily and Davies Julie (2020),   It’s time to scrap the student loans ‘motherhood penalty’. The Conversation. https://theconversation.com/its-time-to-scrap-the-student-loans-motherhood-penalty-145194

Yarrow, Emily and Davies Julie (2020),   Putting the brakes on professional nomadism? Prospects for long-distance commuting in a post-pandemic world LSE Impact Blog https://blogs.lse.ac.uk/impactofsocialsciences/2020/08/07/putting-the-breaks-on-professional-nomadism-prospects-for-long-distance-commuting-in-a-post-pandemic-world/

Yarrow, Emily and Davies Julie (2020),  Does working from home exacerbate gender inequalities? WONKHE Higher Education Blog https://wonkhe.com/blogs/co-working-co-parenting-covid-19-will-working-from-home-exacerbate-gender-inequalities/

Yarrow, Emily and Davies Julie (2020), ‘Gender inequality is still baked in to the REF’, WONKHE Higher Education Blog

https://wonkhe.com/blogs/gender-inequality-is-still-baked-in-to-the-ref/

Yarrow, Emily and Davies Julie (2019) ‘Why aren’t women leading research impact cases’, WONKHE Higher Education Blog https://wonkhe.com/blogs/why-arent-women-leading-research-impact-cases/

30th October 2019 Article on the Gender Pay Gap in the Portsmouth News

https://www.portsmouth.co.uk/news/politics/gender-pay-gap-means-portsmouth-women-earn-thousands-of-pounds-less-than-men-each-year-1-9124177

3rd October 2019 WONKHE Article on the gendered research impact agenda

https://wonkhe.com/blogs/why-arent-women-leading-research-impact-cases/

27th March, 2018 Nature Index Blog Article on the gendered research impact agenda

https://www.natureindex.com/news-blog/women-left-out-of-impact-assessments

30th March, 2018 LSE Impact Blog Article 'The role of the self in the research process'

https://blogs.lse.ac.uk/impactofsocialsciences/2018/03/30/the-role-of-the-self-in-the-research-process-reflections-on-researching-the-ref-as-a-phd-student/

8th March, 2018 LSE Impact Blog Article on gendered REF impact case studies

https://blogs.lse.ac.uk/impactofsocialsciences/2018/03/08/the-gendered-impact-agenda-how-might-more-female-academics-research-be-submitted-as-ref-impact-case-studies/

April 2017 Article in Times Higher Education (THE) publication

https://www.timeshighereducation.com/news/research-evaluation-actively-contributes-to-gender-inequality

 

Dr Emily L. Yarrow Thesis Abstract

'National research evaluation and its effects on female academics' careers in the UK'

This research investigated gender equality issues surrounding the Research Excellence Framework 2014 (REF2014), and how these may manifest themselves in the career development and career trajectories of female academics in the UK.

The potentially harmful effects of research evaluation on academic careers, the way in which research evaluation and its outcomes are managed and experienced, and the extent to which this may intensify academic work were all considered as well as being integral aspects of the interview guides. However, this research also explored, through some of the emergent themes from the interviews, how research evaluation and its outcomes are used as a vehicle for success by some academics.

Through exploring new managerialism, gendered academic career trajectories and research evaluation, this research compared and contrasted different Schools in Humanities and Social Sciences in an anonymous UK university, in order to provide contemporary insight into the lived experiences of female academics in the context of REF2014. You can read more about Emily's thesis below: 

Literature

A key theme in the reviewed literature was the importance of transparency and accountability in recruitment and selection processes. The notion that research evaluation is damaging for gender equality in the academy is explored to an extent in the literature, but this research further argues that the ability to negotiate managerial control and being politically savvy is increasingly important in academia in the UK.

This study was influenced, in part, by the works of Acker (2006), Bagilhole and Goode (2001), Deem (1998), Halsey (1982), Willmott (1995) and Wilson (1991), as well as the current socio- political academic environment in the UK.

Methods

A case study approach, comprising of 80 qualitative interviews in different Schools in Humanities and Social Sciences in an anonymous UK university was adopted. The sample covered a range of female academics from Early Career Researchers to Professors, a range of ages and experiences, as well as Key Respondents, which included Heads of School, Research Directors and REF Managers.

Findings

The findings of this study suggest that research evaluation in the UK actively contributes to the continuance of gender inequality regimes, though it may potentially be used as a career- path clarification tool, and so also hold advantages for some women.

Key References

Acker, J. (2006). Inequality Regimes Gender, Class, and Race in Organizations. Gender & Society, 20(4), 441-464.
Bagilhole, B. & Goode, J., (2001). The Contradiction of the Myth of Individual Merit and the Reality of a Patriarchal Support System in Academic Careers A Feminist Investigation. European Journal of Women’s Studies.
Brink, M. van den, M. Brouns& S. Waslander (2006). Does Excellence have a Gender? A National Research on Recruitment and Selection Procedures for Professorial Appointments in the Netherlands. Employee Relations, Vol. 28, 6, p. 523-539.
Deem, R., (1998). “New managerialism” and higher education: The management of performances and cultures in universities in the United Kingdom. International Studies in Sociology of Education. 8(1), 47-70.
Halsey, A. H. (1982). The Decline of donnish dominion?,Oxford Review of Education, 8(3), 215-229.
Willmott, H. (1995). Managing the academics: Commodification and control in the development of university education in the UK. Human Relations, 48(9), 993-1021