From demonstrated agency to structural integration: security-trained women and the role of assignment and competence registries in crisis preparedness and national defense

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ABSTRACT This article asks whether systems such as assignment and competence registries could help bridge the gap between women’s demonstrated agency in crises and war, and their systematic integration into preparedness and national defense structures. Drawing on focus group discussions with 43 women who had received security-related training through NGOs in Finland, the study identifies a dynamic interplay between motivational factors (i.e. drivers of agency), enabling conditions that mitigate barriers, and institutional mechanisms (notably, the registry itself). Study participants were motivated by a sense of responsibility, concern for both global events and their loved ones, and a desire to counter fear through action. Registry participation was seen to increase women’s visibility and clarify their roles, thereby reinforcing agency. However, participants emphasized that agency is also shaped – and often constrained – by societal expectations, gendered caregiving responsibilities, and insufficient employer or policy support. Without addressing these barriers, even well-intentioned registries risk becoming hollow structures. More broadly, the registry was interpreted as a potential counter-response to global trends that marginalize women’s contributions, helping to promote a more inclusive and resilient national defense model.

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  • Cite Count Icon 4
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This study intended to investigate the motivating and/or de-motivating environments for teachers of English as a foreign language (EFL) to conduct action research. Data were generated through a questionnaire, interviews, and focus group discussions. The results showed that there were both motivating and de-motivating factors. The motivating factors were more extrinsic and insignificant, and emanated from impediments which, with the scantily available opportunities, triggered few EFL teachers to be vigilant of their professional practices. On the other hand, the de-motivating factors were pervasive, stemmed from different sources, and ranged from policy to practice, from internal to external, and from individual to institutional – requiring empowerment of EFL teachers and shortening of bureaucratic journeys for endorsing research fund requests. The teachers should also bear proper attitude and commitment, and take initiatives to enhance their practical skills and to deliberate with pertinent stakeholders on creating a favorable environment to conduct action research for the betterment of themselves and their practices.

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  • Research Article
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  • Khulna University Business Review
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