Enterprise Ideology & Operationalization
SheLovesAi.com has a simple enterprise ideology: Nurture passion in women for CSAT and AI. We seek to inspire and motivate. Our core concept in mentoring is well reflected in a quote from Socrates: “Education is the kindling of a flame, not the filling of a vessel.”. We use it adaptively: “SheLovesAi networking and mentoring is the kindling of a flame, and a network unity driven supply of fuel to keep that flame burning strong” till the primary goals of gender equity and unbiased artificial intelligence begins to be made manifest. One of the ways in which we will operationalize this is through publicizing stories and cases, and expanding their meanings to facilitate learning, motivation and inspiration for women. Case studies have been used extensively in research, education, policy development and heuristic decision making – the importance and usefulness of case studies is well established (George, Bennett, Lynn-Jones & Miller, 2005). Case studies in research are anchored in the concepts of ‘structured focused’ contrasts with the intention of extrapolating abstract theoretical or narrative constructs. Our interest is in the use of case studies for education, where the nature and scope of cases can be quite flexible. In education, the general expectation is that cases should be succinct, clearly stated, avoid ambiguity and complexity, and cases should illustrate one or more of the intended ‘lessons’ or associated principles. Case studies in education have played a vital role in the study of business and social sciences, with excellent pedagogical outcomes at the undergraduate and graduate levels, across subjects and domains. However, there is a significant gap in cases espousing women in leadership roles, and even women in non-leadership pivotal roles, in business and technological settings (Symons, & Ibarra, 2014). This has contributed to the problem of our educational institutions ineffectiveness in encouraging more women to join in computer science and advanced technological domains. As SheLovesAi, we therefore posit that there is a need to develop and systematically disseminate cases about women in technological roles, their challenges and successes and especially the role of women in leadership in these domains. Furthermore we articulate the “Critical Success Perspective Matrix” consisting of a mature sense of equality, high self-efficacy and strong vision for professional success in technological domains.
The three dimensions of the “Critical Success Perspective Matrix” including equality, self-efficacy and vision are all associated with critical belief mechanisms which lead to corresponding actions. A sense of equality forms the basis for the expectation of fair and gender neutral pay scales and self-efficacy is critical for facing new challenges and performing effectively. At SheLovesAi , we believ that one of the critical aspects of education is the motivation that students receive which helps them to envision themselves as being successful, leading to an anticipation and preparedness for leadership roles. An important construct that has received little attention is the study of gender specific learning styles in relation to science and technology. There are significant gender differences when approaching learning that teachers should be mindful of and incorporate into their instruction. There is evidence that traditional instruction does not support all learning preferences but tends to favor more male preferred learning style. Past research shows that gender inequality in education choices can at least partially be attributed to the way the content is presented (Savariens & Ten Dam, 1997). Gender learning styles have been extensively studied using various models including the Kolb’s theory and found that experience plays a huge role in learning. Another finding was that individuals use experiences differently. As SheLovesAi.com our Enterprise ideology and operationalization centers around resolving these issues through networking, virtual mentoring, resource facilitation, inspiration and specifically provide knowledge and motivation, supporting self-efficacy for women in CSAT and artificial intelligence related domains.
NOTE: The Enterprise Plan is presented under the ‘About Us‘ –> ‘Enterprise Design & Plan’ tab.
References:
George, A. L., Bennett, A., Lynn-Jones, S. M., & Miller, S. E. (2005). Case studies and theory development in the social sciences. mit Press.
Symons, L., & Ibarra, H. (2014). What the scarcity of women in business case studies really looks like. Harvard Business Review.
Severiens, S., & Dam, G. T. (1997). Gender and gender identity differences in learning styles. Educational psychology, 17(1-2), 79-93.
Links to various organizations:
Women in AI – https://www.womeninai.co/
Girls Who Code – https://girlswhocode.com/
Humans for AI – https://www.humansforai.com/
Teens for AI – https://teensinai.com/
AI in Singapore – http://www.21cgirls.com/artificial-intelligence-ai
Deloitte: https://www2.deloitte.com/insights/
Stanford: https://news.stanford.edu/topic/artificial-intelligence/