Dreams, Nightmares and Pursuing the Passion: Personal Perspectives on College and University Leadership

Using a sample of women natural sciences and engineering (NSE) faculty members from 13 Canadian universities, we investigated the impact of women academic leaders on women professors’ perceptions of gender bias. Logistic regression analyses indicated that professors who perceived more workplace gender bias were more likely to feel that they needed to work harder to be seen as legitimate scholars than those who perceived less gender bias. However, professors who perceived that women were better represented amongst their faculty/college and university leadership were significantly less likely to feel that they needed to work harder for legitimacy than those who perceived greater gender bias in leadership. These results suggest that addressing gendered university hierarchies may moderate the impact of gender bias on women in NSE units.

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Towards a Scholarship of Practice for University Leadership in Southern Africa: The Two-Way Practitioner-Researcher Loop

International Journal of Higher Education ◽

10.5430/ijhe.v10n1p93 ◽

2020 ◽

Vol 10 (1) ◽

pp. 93

Author(s):

Dawn Lyken-Segosebe ◽

John M. Braxton

Keyword(s):

Decision Making ◽

Leadership Development ◽

Knowledge Base ◽

Research Agenda ◽

Policy Formulation ◽

University Leadership ◽

College And University ◽

Vice Chancellors ◽

College And University Leadership ◽

Knowledge In Practice

Vice chancellors of public universities in the Southern African Development Community (SADC) region face a myriad of challenges that require research- and data-driven decision-making. This paper presents a decision-making model for college and university leadership - The Two-Way Practitioner-Researcher Loop. This scholarship of practice has the twin goals of developing a knowledge base for college and university leadership and improving leadership practice in the university. The scholarship of practice comprises two “loops”. In the practitioner-to-researcher loop, vice chancellors develop practitioner-defined research agenda to be researched internally by Departments of Institutional Research and externally by members of Higher Education research communities. In the researcher-to-practitioner loop, research findings are communicated back to vice chancellors for immediate application to institutional planning, policy formulation, and decision making. This scholarship of practice develops a knowledge base comprised of both “knowledge for practice” and “knowledge in practice” at the level of university leadership. To build capacity for vice chancellors to craft research agenda and questions emanating from their “knowledge in practice”, we identify internal mechanisms and external associations, training programmes and other forums that provide leadership development and support for these university executives.

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Personal Perspectives on Transition and Assistive Technology

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac7.1.7 ◽

1998 ◽

Vol 7 (1) ◽

pp. 7-8

Author(s):

Michael J. Ward

Keyword(s):

Assistive Technology ◽

Personal Perspectives

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Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

Perspectives on Issues in Higher Education ◽

10.1044/ihe15.2.77 ◽

2012 ◽

Vol 15 (2) ◽

pp. 77-84 ◽

Cited By ~ 3

Author(s):

Ketevan Mamiseishvili

Keyword(s):

Higher Education ◽

Education Research ◽

Community Engagement ◽

Everyday Life ◽

Work Setting ◽

Higher Education Research ◽

Faculty Work ◽

College And University ◽

Teaching Research ◽

University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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