Senior Leadership Teams in Higher Education: What We Know and What We Need to Know

2019 ◽  
Vol 45 (2) ◽  
pp. 103-120 ◽  
Author(s):  
Adrianna Kezar ◽  
Jude Paul Matias Dizon ◽  
Daniel Scott
Keyword(s):  
Higher Education ◽  
Leadership Teams ◽  
Senior Leadership

A phenomenological inquiry into the influence of crucible experiences on the leadership development of Black women in higher education senior leadership

2021 ◽  
pp. 174114322110194
Author(s):  
Nuchelle L Chance
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Black Women ◽  
Black People ◽  
Senior Leadership ◽  
Women In Higher Education ◽  
Childhood Experiences ◽  
Phenomenological Inquiry ◽  
Adverse Experiences ◽  
Verbal Assault

Supported by the Crucibles of Leadership theory, this article explores how adverse experiences influence the leadership development of Black women in higher education senior leadership. I use phenomenology to explore how these leaders’ adverse lived experiences manifested as transformative crucible experiences with resilience, thus promoting leadership development. Black people have been continuously subject to adversity, while Black women have overcome the compounded adversities resulting from their intersectional identities. Reported lived adversities included physical, sexual, and verbal assault and abuse, adverse childhood experiences such as growing up in poverty, being raised by single parents, being subject to bullying, losing loved ones, discrimination, and health issues. Black women are resilient, and education has proven to be a lifeline regarding adversity, thus promoting leadership capabilities. They use adversity as fuel to overcome adverse crucible experiences, thus developing the necessary skills to prepare them for leadership. The results further reveal that Black women in higher education senior leadership experienced significant adverse experiences that manifested as crucible experiences by overcoming adversity. The findings reveal an association between their ability to develop the necessary leadership skills to advance their career and their lived adverse experiences.

scholarly journals Understanding race and educational leadership in higher education

2018 ◽  
Vol 32 (4) ◽  
pp. 192-200 ◽  
Author(s):  
Jason Arday
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Senior Leadership ◽  
Leadership Roles ◽  
Career Trajectory ◽  
Senior Leaders ◽  
Organizational Barriers ◽  
The United Kingdom ◽  
Leadership In Higher Education ◽  
The Uk

The dearth of representation regarding Black and Ethnic Minorities (BME) in senior educational leadership roles within higher education (HE) has become a salient issue as egalitarian notions associated with equality and diversity continue to be contradicted by university institutions, despite increased calls for greater diversification. Educational leadership in higher education within the United Kingdom (UK), particularly when aligned to the primacy of race, remains oblivious to some of the organizational barriers encountered by BME academics attempting to navigate a career trajectory towards senior leadership. The diversification of senior leaders within the Academy in the UK has increasingly become an issue that, although prevalent, has stagnated owing to the lack of visible BME senior leaders and penetrative change to address the disparity regarding recruitment and promotion of more BME academics to leadership hierarchies. This article draws on a collective biography methodology, which will utilize narratives from three BME academics in senior leadership positions within higher education in the UK, in an attempt to illuminate the challenges that saturate the Academy, concerning leadership opportunities and career pathways for BME academics. The issues drawn upon identify synergies between constructions of race and leadership, whilst considering the interplay between these two vehicles when situated within a higher education context.

Enabling and empowering women in leadership in South African universities – Assessing needs and designing a response

2021 ◽  
pp. 089202062098195
Author(s):  
Oliver Seale ◽  
Patrick Fish ◽  
Birgit Schreiber
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Leadership Development ◽  
South African ◽  
Gender Equity ◽  
Women In Leadership ◽  
Senior Leadership ◽  
Leadership And Management ◽  
Content Development ◽  
Management Positions

Gender equity and women’s access to senior leadership and management positions in universities are a major challenge not only in South Africa but on the African continent, too. For women to take up senior leadership roles more potently, it is essential that they not only cope with and compete in patriarchal systems but more so, are equipped to change patriarchal hegemony and shift the management discourse and culture to a pluralistic leadership culture where transformational leadership becomes the norm and praxis. This paper examines a needs analysis for leadership and professional development competencies of women in senior leadership positions in South African higher education and presents the discussion on these findings, based on the data collected from 74 participants. The conclusion reveals the participants’ enthusiasm for personal leadership development as well as their readiness for impacting their leadership contexts. These findings, in turn, shape the content development of the Women in Leadership programme, designed by Higher Education Leadership and Management under the auspices of Universities South Africa.

Senior leadership teams

2021 ◽  
pp. 113-133
Author(s):  
Tom Kennie ◽  
Robin Middlehurst
Keyword(s):  
Leadership Teams ◽  
Senior Leadership

Women Leaders in Higher Education

2018 ◽  
pp. 192-200
Author(s):  
Linda Ellington
Keyword(s):  
Higher Education ◽  
Women Leaders ◽  
Literature Search ◽  
Lessons Learned ◽  
First Century ◽  
Senior Leadership ◽  
Leadership Positions ◽  
Leadership Model ◽  
The Past ◽  
Long Line

An interesting inquiry is whether women leaders are desiring, dismissing, or being disqualified from senior leadership positions in the global K-20 educational academy. Why is there a leadership underrepresentation of those born female? It may be that women leaders have not been socialized in accordance with the male-centric leadership model; they are relatively outsiders who must forge new ways of leading. This chapter's author embarked on a small literature search of history to identify what is not new to us, but possibly forgotten – the experiences and lessons learned from women leaders who met challenges through their bold and effective leadership, as they forged paths for us. There is a feeling of belonging to the past, but not fully understanding it. There is a sense of having acquired a pressing but obscure responsibility, along with a peculiar female ancestry, for us to be the twenty-first century generation in a long line of uncommon women. The insights in this chapter are presented through a simple folktale, asking the question, Where is Walda?

scholarly journals Women in Higher Education: Are They Ready to Take Up Administrative Positions?—A Mixed-Methods Approach to Identify the Barriers, Perceptions, and Expectations

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402098327
Author(s):  
Shreemathi S. Mayya ◽  
Maxie Martis ◽  
Lena Ashok ◽  
Ashma Dorothy Monteiro
Keyword(s):  
Higher Education ◽  
Doctoral Degrees ◽  
Senior Leadership ◽  
Leadership Positions ◽  
Cross Sectional Survey ◽  
Group Discussions ◽  
Administrative Positions ◽  
Cross Sectional ◽  
Perceptions And Expectations ◽  
Self Administered Questionnaire

Higher education is anticipating vacancies in senior leadership positions over the coming years. Women are likely to be candidates for these openings, as the number of women pursuing doctoral degrees is rising. However, in the present scenario, there is a dearth of women in senior leadership positions in India. With a purpose to identify the factors influencing the decision of women to take up senior leadership positions, a cross-sectional survey was planned in India. Female faculty ( n = 136) employed on a tenure basis in state public universities were the respondents. Data were collected using a self-administered questionnaire and focus group discussions. About 48% of the participants expressed that they decline opportunities for administrative positions. The distance to the workplace was found to be a barrier to take up senior leadership positions. Recommendations to promote the readiness of women to take up senior leadership are discussed.

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