Over a span of 15 years, our research has delved into the presence and representation of women in academic case studies, particularly within the realm of business education. Focused on analysing Award-winning and Best-Selling case papers published by the prestigious Case Centre, our study encompasses a comprehensive examination of case narratives spanning diverse industries and topics.

A crucial component of our analysis is the Symons Test, which serves as a benchmark for assessing gender representation within case studies. To successfully pass the Symons Test, a case must satisfy the following three criteria:



1. it must have a woman in it,
2. who is the protagonist,
3. and the female protagonist must speak with another woman about the business.

Key Findings

• Inclusion Disparity: Between 2009 and 2023, our analysis revealed a notable disparity in the representation of women compared to men. Out of 156 unique winning papers, only 17 (11%) featured women protagonists, while a significant majority, 118 (76%), centred around male protagonists.

• The Symons Test: Of the 17 papers that featured a female protagonist, only 5 passed the Symons test - 3% of all case studies. This underscores the prevalence of often shallow or tokenistic portrayals of women within academic case studies.

• Gender Discrepancy: Among the 156 papers, women appeared in only 102 (65%), while men were present in almost all the cases (99%). This highlights a systemic gender gap in case study portrayal within academic contexts.

• Role Significance: Among the 102 papers featuring women, 68 were identified as not having substantial roles in the case narratives, indicating their lack of relevance and significance. This underscores the importance of not just representation, but meaningful inclusion.

• Subject Matter Representation:  Among the 17 female protagonists identified, twelve were portrayed within what has been coined as 'The Four Fs' – Food, Fashion, Family, and Furniture, traditionally classified as 'pink' topics according to the Oped Project Byline Report. This concentration suggests a potential limitation in the diversity of roles and industries represented, potentially reinforcing stereotypical gender norms and overlooking women's contributions in other fields such as technology, finance, and leadership.

• Authorship Analysis: Out of 77 female writers contributing to 58 cases, merely 6 (10%) papers feature women leaders. Conversely, among 168 male writers contributing to over 129 cases, 14 papers include women leaders (11%), highlighting that both male and female writers are equally unlikely to write women protagonists into cases.

Summary

Our research spanning 15 years uncovers significant disparities in the representation of women within academic case studies, particularly in business education. These findings underscore systemic challenges in achieving meaningful gender representation, with implications for students' learning experiences.

The prevalence of male leaders and the under-representation of women in case studies can significantly impact students' learning experiences. Virginia E. Schein's seminal publication in 1993, "Think Manager, Think Male," highlighted the pervasive association between leadership and masculinity, which continues to influence societal perceptions today.

When students consistently encounter male leaders in case studies while women are notably absent or relegated to secondary roles, it reinforces the notion that leadership is inherently masculine. This perpetuates gender stereotypes and limits students' perceptions of who can be successful leaders. Additionally, the lack of diverse role models may hinder students' ability to envision themselves in leadership positions, particularly if they do not see women represented in such roles.

Furthermore, the effects of second-generation bias exacerbate these challenges. Even when female authors contribute to case studies, they are equally unlikely to include women protagonists, reflecting underlying biases that persist across generations. This perpetuates a cycle of gender imbalance and limits opportunities for meaningful representation of women in educational materials.

Overall, the impact of gender disparities in case studies extends beyond the classroom, shaping students' perceptions of gender roles and potentially influencing their career aspirations. By addressing these disparities and promoting more inclusive narratives in case studies, educational institutions can create environments that empower all students to challenge stereotypes and envision diverse paths to leadership success.