Featured Post from Aston University

Podcast: Women in business - why it’s a strength, not a weakness

Mar 14, 2022

4 min


  • Self-confidence is the key when it comes to overcoming barriers in the male-dominated boardroom
  • Unlock the value of mentoring and the ‘coaching culture’ to get the best out of yourself and your business
  • Successful female business leader launched company while doing an MBA at Aston University and caring for her baby.


Budding female entrepreneurs should ignore the “voice on the shoulder” undermining their confidence and fulfil their dream of starting their own business.


That is the advice given by a professor at Aston University and a successful female business leader in a podcast created to mark International Women’s Day on 8 March.


Helen Higson, professor of higher education learning and management at Aston Business School, spoke about the challenges facing women in the latest episode of the ‘Aston means business' podcast series, presented by journalist Steve Dyson.


Daniella Genas, who launched her consultancy company She’s The Boss International while studying for her MBA at Aston Business School, was also interviewed on the podcast.


Professor Higson, who was awarded an OBE in 2011 for services to higher education, said she had three main tips for women seeking to start their own businesses.


She said:


“Be yourself, be authentic, don’t try to mimic anyone else, and don’t let that voice on the shoulder chipping away at your confidence win out.


“Where this lack of confidence comes from, I do not know, but self-doubt can really get in the way, so have a conversation with your lack of self-confidence by saying ‘shut up you, I will show you’.”


The second piece of advice was to “challenge yourself kindly, be very kind to yourself, and don’t beat yourself up”, while the third was to grasp the “power of mentoring and coaching”, with Professor Higson herself having trained as an executive coach during lockdown.


She added:


“Coaching culture is fashionable now but it’s actually only trying to help people to take responsibility for maximising their own performance.”


Daniella Genas, who also completed the Goldman Sachs 10,000 Small Businesses programme at Aston Business School, has similar advice for women looking to emulate her success.


She explained that the first issue was for women to “see your difference as a strength, not as a weakness”.


She said:


“If more women embraced their femininity, their knowledge and competence, and stop allowing the fact that they are women to make them second guess themselves, we’d be able to get so much further.”


Ms Genas said women entrepreneurs should also focus on key systems when building businesses so they are not heavily reliant on the owner.


She said:


“If you do need to step away to have a child, you are [then] not put in a position where you have to sell your business”.


That is particularly relevant to Ms Genas as she was forced to sell her first business, Aspire For You, which she set up in 2006, after becoming pregnant with her first child. However, that decision led her to study rather than go on maternity leave, starting with the Goldman Sachs 10,000 Small Businesses programme and then the MBA at Aston Business School, while caring for her baby.


Goldman Sachs 10,000 Small Businesses programme, she recalled, “really changed my mindset”. She said: “I found there were businesses double, triple, quadruple the size that I had that were facing the exact same challenges and problems.”


Daniella, who obtained a distinction with her MBA, said completing the programmes gave her the confidence to say ‘I am as good as anybody else and probably better in many areas’.


She added:


“The idea that I may be seen as less than because I am a woman kind of left my brain.”


Her company, which helps female-run businesses grow but in a sustainable way, recently became She’s The Boss International after taking on clients in the US and St Maarten. It is a far cry, she says, from being told by teachers at her comprehensive school that she should set her sights a bit lower, even asking her ‘have you considered being a cleaner?’.


Professor Higson said Daniella’s story demonstrated the value of education and energy.


“You shouldn’t see anything as a barrier,” she said. “I am quite small, 5ft 2in, and one woman leader said to me: ‘You’re going to find it very difficult to be a female leader because you are so small.’ I replied ‘I may be small but I make up for it with my energy.’ It’s about your impact rather than what you look like.”


Episode 7 in series 4 of ‘Aston Means Business’ podcast can be found HERE.

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4 min

Play, Learn, Lead: How Aston’s Gamification-Driven MBA Is Redefining Business Learning

Professor Helen Higson OBE of Aston Business School, discusses why gamification is embedded in all of the School's postgraduate portfolio of degrees Give the students something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. (attributed to John Dewey, US educational psychologist (1859-1952) Imagine you’re the CEO of a cutting-edge robotics firm in 2031, making high-stakes decisions on R&D, marketing and finance; one misstep and your virtual company could collapse. You win, lose, adapt, and grow. This isn’t a case study, it’s your classroom experience at Aston Business School in Birmingham. Imagine you’re participating in Europe’s biggest MBA tournament, the University Business Challenge, where your strategic flair and financial acumen will be tested against the continent’s sharpest minds. 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(2016) found, “Gamification creates the right conditions for student motivation, reduces stress, and promotes the adoption of learning material—shaping new habits and behaviours.” This has led to what Wiggins (2016), calls the “repackaging of traditional instructional strategies”. In Aston Business Sschool we have long embraced this approach as a way of increasing student outcomes and stimulating more student engagement in their learning. Our Centre for Gamification in Education (A-GamE), launched in 2018, is dedicated to advancing innovative teaching methods. We run regular seminars with internal and external speakers showcasing gamification adoption, design and research and we use these techniques across the ABS in a wide range of disciplines. (We have included two examples of this work in our list of references.) Furthermore, in 2021 we published a book which outlines the diverse ways in which we use these methods (Elliott et al. 2021). Subsequently, during 2024 we redesigned all our postgraduate portfolio of degrees, and as part of this initiative games and simulations were embedded across all programmes. Why Gamification Works Through simulations like BISSIM, students step into executive roles, steering futuristic companies through the twists and turns of a dynamic marketplace. A flagship programme running since 1981, BISSIM was developed in collaboration between academics from ABS and Warwick Business School, and every decision on R&D, marketing, or HR has real consequences as teams battle each other for the top spot. After each year of trading the results are input into the computer model. The results are then generated for each company in the form of financial reports, KPIs and other non-financial results and messages. Each team’s results are affected by their own decisions and the competitive actions of the other teams, as well as the market that they all influence. This year one of our academics, Matt Davies, has been awarded an Innovation Fellowship further to commercialise the game. Competitions with Global Impact We also encourage students to take part in national and international competitions which have the same effect of developing their engagement with real-life business problems on a global scale. Beyond the classroom, Aston students represent the university in major competitions like the University Business Challenge (in which ABS had the highest number of UK teams this year) and the Accounting for Sustainability (A4S) Case Competition, for which we are an “anchor business school”. Here, theory gets stress-tested against real-world scenarios and top talent from around the globe. The result? Award-winning teams, global experience, and friendships built under pressure. At the heart of this approach is Aston’s Centre for Gamification (A-GamE), dedicated to making learning interactive, motivating, and fun. Regular seminars, fresh research, and close ties to industry keep the curriculum evolving and relevant, so students graduate ready to lead, adapt, and thrive in any business environment. Why does it matter? In a volatile, fast-paced economy, employers appreciate agility, teamwork and decisiveness. At Aston, every simulation and competition is geared towards sharpening these skills. Graduates emerge not only knowledgeable, but prepared for the job market. Engagement Our students have been embracing these opportunities. Six MBA/Msc teams developed their A4S videos, hoping to reach the final in Canada early in 2025, and three teams out of nine reached the national UBC finals. Additionally, the BISSEM simulation has just finished inspiring another group of MBA students (particularly as the prize for the winning team was tickets to a game at our local Aston Villa premiership football (soccer) club, currently riding high in the league!). Typical feedback from non-Finance specialists is that they suddenly surprised themselves during their participation in the simulation and were reconsidering the options of taking a career in Finance. It seems that our original purposes have been met – increased confidence, passion, deep learning and engagement have been achieved. To interivew Professor Higson, contact Nicola Jones, Press and Communications Manager, on (+44) 7825 342091 or email: n.jones6@aston.ac.uk Elliott, C., Guest, J. and Vettraino, E. (editors) (2021), Games, Simulations and Playful Learning in Business Education, Edward Elgar. Kirillov, A. V., Vinichenko, M. V., Melnichuk, A. V., Melnichuk, Y. A., and Vinogradova, M. V. (2016), ‘Improvement in the Learning Environment through Gamification of the Educational Process’, International Electronic Journal of Mathematics Education, 11(7), pp. 2071-2085. Olczak, M, Guest, J. and Riegler, R. (2022), ‘The Use of Robotic Players in Online Games’, in Conference Proceedings, Chartered Association of Business Schools, LTSE Conference, Belfast, 24 May 2022, p. 79-81. Wiggins, B. E. (2016), ‘An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education’, International Journal of Game-Based Learning (IJGBL), 6(1), 18-29. https://doi.org/10.4018/IJGBL.2016010102

2 min

Are GCSEs delivering for students and society?

Ahead of the GCSEs results being released on Thursday 21 August Aston University work psychologist, Dr Paul Jones, discusses whether the exams are fit for purpose. He believes that our exam system narrows thinking, and GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Exams are harming wellbeing GCSEs were designed in the 1980s, when many left education at 16. Today, almost all young people continue to 18, yet they still face a stressful halfway checkpoint that often does more harm than good. Research shows GCSEs are linked to anxiety, sleeplessness and even self-harm. This isn’t about students being “less resilient”, t’s about a system that has prioritised bureaucracy, league tables, and exam statistics over wellbeing. GCSEs don’t prepare students for life Exams reward the ability to memorise and recall under pressure, but the world beyond school demands much more. Employers and universities want young people who can think critically, manage their own learning, collaborate, and adapt. By the time many reach university, students are burnt out from years of high-stakes testing. They often struggle with independence, risk-taking, and curiosity, the very qualities they need to succeed. Over-assessment stifles innovation Our exam system narrows thinking. GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Innovation, however, requires psychological safety: the freedom to explore, experiment, and make mistakes. In a world where AI can already handle routine tasks like recall and pattern analysis, the human edge lies in breaking moulds, challenging assumptions, and combining knowledge in new ways. Our current system suppresses exactly those skills. Moving GCSEs into the future We need fewer, smarter assessments and a curriculum that builds creativity, resilience, and innovation. Other countries use project-based learning, portfolios, and sampling tests to capture what young people can really do. Wales is already embedding wellbeing and digital skills into its new curriculum. England risks being left behind if it continues to cling to an exam-heavy model designed for a different era. The bottom line Our young people deserve an education that prepares them for life, not just for exams. We should be measuring what really matters: wellbeing, creativity, and the ability to thrive in a fast-changing, AI-driven world. To speak to Dr Jones or for any media inquiries in relation to this please contact Nicola Jones, Press and Communications Manager, Aston University on (+44) 7825 342091 or email: n.jones6@aston.ac.uk

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