Gender Equality in Tradition-Driven Swiss Companies: Challenges and Organisational Responses

Authors

  • Tiziana Gaito HWZ University of Applied Managerial Studies Zurich
  • Claude Meier HWZ University of Applied Managerial Studies Zurich

DOI:

https://doi.org/10.53615/2232-5697.15.325-335

Abstract

Gender inequality remains a challenge for many companies in Switzerland. This is particularly evident in women’s representation in leadership positions. We start with the basic assumption that a traditional domestic cultural context is a major factor restraining gender equality in organisations. To examine challenges and good practices related to gender equality under this assumption, this study focuses on tradition-driven Swiss companies by using a qualitative approach. Fourteen semi-structured interviews were conducted with board members, CEOs, and HR leaders. This prompts the formulation of propositions concerning challenges and organisational responses in the context of traditional domestic culture. Challenges include the prevalence of part-time work among women, the potentially limited visibility of women in the workplace, and the exclusivity of male-dominated work environments. Good practices can be grouped into opportunities for flexible career paths, inclusive leadership practices supporting equal opportunities, and efforts to foster employer attractiveness for women. The study provides practice-oriented insights into gender equality in Switzerland, with lessons for organisations operating in similar contexts.

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Author Biographies

  • Tiziana Gaito, HWZ University of Applied Managerial Studies Zurich

    Center for Research Coordination

    Project Manager Stakeholder Engagement & Sustainability

  • Claude Meier, HWZ University of Applied Managerial Studies Zurich

    Head of Center for Research Coordination

    Subject Expert in Strategic Management

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Published

01.09.2026

How to Cite

Gender Equality in Tradition-Driven Swiss Companies: Challenges and Organisational Responses. (2026). International Journal of Management, Knowledge and Learning, 15(2). https://doi.org/10.53615/2232-5697.15.325-335