scholarly journals Book Review: Higher Education, Leadership and Women Vice Chancellors

2016 ◽  
Vol 7 (1&2) ◽  
Author(s):  
Pamela L. Eddy
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Women Leaders ◽  
The United States ◽  
Leadership Positions ◽  
Doctoral Studies ◽  
Vice Chancellor ◽  
College Leaders ◽  
Underrepresentation Of Women ◽  
Vice Chancellors

The paucity of women leaders in higher education continues despite advancement by women in other fronts of the educational pipeline.  Today, more women are attending and graduating from college in the United States, but something occurs en route to the top-level leadership positions in these same college settings.  The portrait of college leaders continues to consist of White men, as it has since the initial founding of universities.  Paula Burkinshaw analyzes the situation of the missing women leaders in the United Kingdom, specifically in the position of Vice Chancellor.  Burkinshaw’s long career in leadership development in university settings initially provided her with an awareness of the underrepresentation of women in top leadership positions.  As she began her doctoral studies, she had an opportunity to ask “where are the women?”  Her book builds on her dissertation research, which involved one-on-one interviews with 18 women who were vice chancellors.

Have Women Broken the Glass Ceiling in North American Dental Leadership?

2019 ◽  
Vol 30 (3) ◽  
pp. 78-84 ◽  
Author(s):  
J. Li ◽  
R. de Souza ◽  
S. Esfandiari ◽  
J. Feine
Keyword(s):  
Women Leaders ◽  
North American ◽  
Professional Associations ◽  
The United States ◽  
Senior Leadership ◽  
Leadership Positions ◽  
Women Editors ◽  
Underrepresentation Of Women ◽  
Dental Professional ◽  
Dental Schools

In the last few decades, the number of women graduating from North American (NA) dental schools has increased significantly. Thus, we aimed to determine women’s representation in leadership positions in NA dental and specialty associations/organizations, dental education, and dental journals, as well as the proportion of men/women researcher members of the American Association for Dental Research (AADR). We contacted NA dental associations to provide us with the total number and the men/women distribution of their members. Men/women distributions in leadership positions were accessible from the internet, as were data on the sex of deans of NA dental schools. Data on the editors in chief of NA dental journals were gathered from their websites, and the AADR provided the number and sex of its researcher members. Collected data underwent descriptive statistics and binomial tests (α = 0.05). Our findings suggest that women are underrepresented in leadership positions within the major NA dental professional associations. While the median ratio of women leaders to women members in professional associations is 0.91 in Canada, it is only 0.67 in the United States. The same underrepresentation of women is evident in the leadership of the Canadian Dental Association and the American Dental Association. We found that women are underrepresented as deans and editors in chief for NA oral health journals. Only 16 of 77 NA dental school deans are women, while 3 of 38 dental journals have women editors in chief. The probability of finding these ratios by chance is low. However, the number of women dental researcher AADR members underwent an overall increase in the past decade, while the number of men declined. These results suggest that, despite the increase in women dentists, it will take time and effort to ensure that they move through the pipeline to senior leadership positions in the same manner as their male colleagues.

Developing the Positive Identity of Minoritized Women Leaders in Higher Education: How can Multiple and Diverse Developers Help With Overcoming the Impostor Phenomenon?

2021 ◽  
pp. 153448432110407
Author(s):  
Ague Mae Manongsong ◽  
Rajashi Ghosh
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Women Leaders ◽  
Women Of Color ◽  
Impostor Phenomenon ◽  
Developmental Relationships ◽  
Developmental Network ◽  
Positive Identity ◽  
Key Barrier ◽  
Developmental Support

Minoritized women remain underrepresented in leadership positions, especially within higher education (HE). A key barrier to advancement for women of color is their susceptibility to impostor phenomenon (IP). A developmental network where the minoritized woman receives developmental support from multiple individuals is a potentially powerful intervention that can help them advance their careers, but there is a general lack of research on IP in the context of minoritized women’s leadership development and the role of developmental support, especially with regards to multiple diversified developmental relationships. Therefore, this paper integrates various literature streams (leader development for minoritized women in higher education, IP, mentoring) and offers a conceptual framework that utilizes a developmental network perspective. The propositions offered explain how multiple developers can help minoritized women address IP and develop positive leader identities, as well as how both parties can better anticipate and handle challenges related to diversified developmental relationships in HE.

scholarly journals Gender Segregation and Trajectories of Organizational Change: The Underrepresentation of Women in Sports Leadership

2019 ◽  
Vol 34 (1) ◽  
pp. 81-105 ◽  
Author(s):  
Madeleine Pape
Keyword(s):  
Organizational Change ◽  
Women Leaders ◽  
Gender Equity ◽  
Gender Segregation ◽  
Leadership Positions ◽  
Women's Bodies ◽  
Sports Organizations ◽  
Underrepresentation Of Women ◽  
Integrated Leadership ◽  
Gender Similarity

This article offers an account of organizational change to explain why women leaders are underrepresented compared to women athletes in many sports organizations. I distinguish between accommodation and transformation as forms of change: the former includes women without challenging binary constructions of gender, the latter transforms an organization’s gendered logic. Through a case study of the International Olympic Committee from 1967-1995, I trace how the organization came to define gender equity primarily in terms of accommodating women’s segregated athletic participation. Key to this was the construction of women’s bodies as athletically able but inferior to men, an arrangement formalized in codified rules and procedures and legitimized by external stakeholders. Defined in these terms, gender equity did little to transform the organization’s binary and hierarchically gendered logic, which continued to shape the informal norms and procedures associated with the organization’s allegedly gender-neutral and meritocratic yet male-dominated leadership. I argue that the exclusion of women from ostensibly gender-integrated leadership positions allows organizations to avoid revealing gender similarity between men and women. This maintains a logic underpinned by notions of binary gender difference and masculine superiority.

scholarly journals Open Universities: the next phase

2018 ◽  
Vol 13 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Alan Tait
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Environmental Changes ◽  
50Th Anniversary ◽  
Open University ◽  
Distance Teaching ◽  
Content Type ◽  
Digital Revolution ◽  
Vice Chancellors ◽  
The Uk

Purpose The purpose of this paper is to report on research on the views of Presidents and Vice Chancellors of Open Universities of current threats and opportunities for their institutions as the author marks the 50th anniversary of the first Open University in the UK established in 1969. The paper offers a historical account of the development of the Open University model, and assesses the extent to which it remains in the key position as owner of innovation in the higher education sector. Design/methodology/approach Interviews were conducted with leaders of Open Universities or distance teaching universities. They covered a total of 14 universities. Findings The replies from institutional leaders reveal the current developments, opportunities and strategic challenges of the universities. It is suggested that the digital revolution along with a wider range of environmental changes for higher education have substantially eroded the first-mover advantage that Open Universities had undoubtedly enjoyed in the first 25 years. Originality/value The paper concludes that there are significant concerns that innovation in Open Universities is not sufficiently embedded to ensure that their contribution to the UN Sustainable Development Goals will be maximised, or even in some cases their survival, and that a key but undervalued element is leadership development for innovation and change.

scholarly journals A Survey Of Career Pathways Of Engineering Deans In The United States: Strategies For Leadership Development

2015 ◽  
Vol 6 (1) ◽  
pp. 33-42 ◽  
Author(s):  
S. Keith Hargrove
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Development ◽  
Department Chair ◽  
The United States ◽  
Career Pathways ◽  
Senior Faculty ◽  
Faculty Position ◽  
Good Communication ◽  
Fiscal Management

The career pathways of deans in higher education seem to follow the traditional model in academia from a senior faculty position and/or department chair. This however may be different from deans in engineering education. The goal of this survey research is to assess the career paths of current Deans of Colleges/Schools of Engineering in the United States. The survey discovered that about two thirds follow the normative (traditional) career path for deans, suggest leadership attributes of good communication and fiscal management experiences are the most important, and indicate current and future challenges of fundraising and faculty development are critical issues in higher education. 

Ladies Leading Ladies Who Lead Ladies

2021 ◽  
pp. 1-14
Author(s):  
Ashley Gambino ◽  
Rachel Flemming
Keyword(s):  
Higher Education ◽  
Women Leaders ◽  
Psychosocial Support ◽  
Work Life ◽  
Personal Perspective ◽  
Female Leaders ◽  
Leadership Positions ◽  
Life Balance ◽  
Global Crisis ◽  
Extant Literature

During the COVID-19 pandemic, women in academic leadership positions were faced with an unprecedented career challenge. While data previously existed to show that female leaders face an uphill battle in obtaining promotions, tenure, and leaderships positions within academia, the COVID-19 crisis that ensued within higher education created an unstable work-life balance, inequitable work expectations, and a need for increased psychosocial support for these already disadvantaged leaders. This chapter will explore the power and challenge of women mentoring other women in the midst of a global crisis. Using a personal perspective from a mentor and mentee, the authors will comment on current and extant literature on the challenges facing women leaders in academia.

The Geography of Gender Inequality in International Higher Education

2018 ◽  
Vol 23 (4) ◽  
pp. 429-450 ◽  
Author(s):  
Robert M. Myers ◽  
Amy L. Griffin
Keyword(s):  
Higher Education ◽  
United States ◽  
Gender Equality ◽  
Gender Inequality ◽  
Participation Rate ◽  
The United States ◽  
International Higher Education ◽  
Gender Inequalities ◽  
Underrepresentation Of Women ◽  
Education Decision

The internationalization of higher education results in 4.6 million students attending colleges and universities outside their home countries. In the United States and other countries, there is significant underrepresentation of women among inbound international higher education students. Gender equality in education cannot be achieved so long as women are underrepresented in participation in this important educational venue. To better understand the drivers of gender inequalities in international higher education, this study examines the low participation rate by women coming to the United States by comparing it with participation data for women coming to the United Kingdom and Germany. Gender participation rates from both source regions and countries vary by destination country. By exploring the geography of gender inequality in international higher education, decision makers can better understand barriers to achieving international gender equality goals.

Developing Women Leaders on Campus

2011 ◽  
Vol 14 (1) ◽  
pp. 79-95 ◽  
Author(s):  
Denise A. Bonebright ◽  
Anitra D. Cottledge ◽  
Peg Lonnquist
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Women Leaders ◽  
System Level ◽  
University Of Minnesota ◽  
Leadership Development Programs ◽  
Women's Centers ◽  
Women's Center ◽  
The University ◽  
Ongoing Assessment

The Problem. Despite significant gains in the number of women leaders in higher education, there are still challenges for developing women leaders in higher education. The Solution. Effective collaboration between women’s centers and other campus organizations that support women’s leadership can provide opportunities to overcome these barriers. This article presents leadership development programs offered by the Women’s Center at the University of Minnesota, focusing on those facilitated in partnership with the university’s Office of Human Resources. Several lessons emerged from the review: the value of collaborative relationships, the importance of emphasis on individual and system-level leadership, and the need for ongoing assessment and evaluation of the climate for women leaders within postsecondary institutions. The Stakeholders. These lessons, and the principles used in implementing them, reveal practices that may be useful for other Women’s Centers, HR departments, and internal and external entities who seek to develop more women leaders in higher education.

scholarly journals “She is the Best Female Coach”: Female Swimming Coaches’ Experiences of Sexism

2020 ◽  
Vol 13 (1) ◽  
pp. 93-118
Author(s):  
Jessica L. Siegele ◽  
Robin Hardin ◽  
Elizabeth A. Taylor ◽  
Allison B. Smith
Keyword(s):  
Ncaa Division I ◽  
Sport Participation ◽  
National Collegiate Athletic Association ◽  
Career Mobility ◽  
The United States ◽  
Division I ◽  
Structured Interviews ◽  
Leadership Positions ◽  
Underrepresentation Of Women ◽  
Female Coaches

Sport participation for women and girls is at an all-time high in the United States, but women are still widely underrepresented in leadership positions and coaching (Acosta & Carpenter, 2014). Women hold approximately 50% of head coaching positions of women’s teams in the National Collegiate Athletic Association, and only 18% of the head coaching positions of women’s swimming and diving teams (LaVoi & Silva-Breen, 2018). Numerous barriers have been identified through previous research on the factors that inhibit upward career mobility for female coaches. Semi-structured interviews were used to examine the career experiences of 21 current or former female swimming coaches at the NCAA Division I level. The theme of sexism in coaching was pervasive and identified in five different categories: (a) misidentification, (b) differential treatment, (c) isolation, (d) tokenism, and (e) motherhood. The sexism that female coaches experience hinders upward career mobility which can lead to career dissatisfaction and early exits from the field, contributing to the underrepresentation of women in the profession.

scholarly journals The Lived Experiences of Female Leaders in Two University Settings: Perceived Supports, Barriers, and Challenges

2018 ◽  
Author(s):  
Brittany Ashley Eugenia Jakubiec
Keyword(s):  
Leadership Development ◽  
Women Leaders ◽  
Social Constructivism ◽  
Lived Experiences ◽  
Standpoint Theory ◽  
Professional Lives ◽  
Leadership Positions ◽  
Phenomenological Research Design ◽  
University Leaders ◽  
Over Time

The dearth of women in higher education both as full professors and senior administrators is alarming, and the factors impeding their entrance and limiting their advancement are relatively unknown. The purpose of this research was to document the lived experiences of women leaders who were full professors or who held senior leadership positions in two universities in Atlantic Canada. I researched the perceived supports, challenges, and barriers that women leaders faced in their professional lives, as well as the influence of gender in their leadership positions. I approached the research from a social constructivism standpoint and utilized a phenomenological research design. I used standpoint theory to analyze the data. Data sources included two interviews with each participant and a seven-day leadership journal from each participant. Women noted multiple supports, challenges, and barriers in their personal and professional lives. Supports include husbands, mentors, workshops, and networking. Challenges and barriers included children, colleagues, work/life conflicts, invisibility, and a lack of leadership development programs. Findings indicated that gender equality has not been achieved in the postsecondary setting, and gendered expectations, sexism, and discrimination remain strong barriers for women. Applying standpoint theory, the social location of the participants impacted their lives, opinions, and views of leadership in postsecondary institutions. Their lived realities and experiences changed over time as the academic and institutional culture changed over time, and, as such, their views about women and leadership were altered. Implications of this work are that university leaders need to create supports for women and make them easily accessible, and create a women-friendly environment that will increase the ease with which women can enter, advance, and succeed in the institution.

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