The Role of Mentoring in the Success of Women Leaders of Color in Higher Education

2014 ◽  
Vol 22 (4) ◽  
pp. 302-315 ◽  
Author(s):  
Natalie A. Tran
2017 ◽  
Vol 5 (8) ◽  
pp. 123
Author(s):  
Suzan Ustun ◽  
Ali Ilker Gümüseli

Women at Turkish Universities do not have the same level of representation as rectors as they have academics at the higher education. It is vital to have women, as one of the genders which comprises the community, at the higher education management as rectors to ensure the gender equality in Turkey. As well as the traditional roles assigned to women in Turkey, the lack of legal arrangements and challenges based on gender discrimination faced by women might be the cause of the women’s low representation in the higher education management. This study aims to explicate the experience of being a woman rector through qualitative data gathered from four rectors working at state and foundation universities in Turkey. The low representation of women in higher education management has been identified as a universal problem. It is obvious that woman academics in Turkish universities have low representation at the universities’ top management. Following two themes were identified: Perspectives of Women Rectors Regarding Their Roles and Challenges Faced. These themes were revealed through the voices of women rectors in Turkey. Therefore, this study is expected to bring unique insights both for university administrators and policy makers in terms of raising an awareness for the role of women leaders.


Author(s):  
Sheila Thomas

Studies show women are underrepresented in higher education leadership. Nonetheless, women leaders achieve success when they receive strong institutional support. Mentors and coaches, both men and women, have the most impact on women's success, while other institutional aids include financial assistance, leadership support, and open institutional culture. Women who advance in their careers tend to remain at their institution. At the same time, lack of institutional support, family and work conflicts, and limited career advancement opportunities continue to pose barriers as women seek positions in the upper echelons of academic administration. Thus, there is a need for strong, consistent institutional support to improve and accelerate women's progress. Institutions that implement change in an inclusive, adaptable, and flexible manner can build a supportive infrastructure that benefits everyone. Women who prepare academically and professionally and contribute to the scholarly literature will help shape the future of higher education.


Author(s):  
Leslie Zenk ◽  
Susan Harden

For years, there has been a perceived inaccessibility of the field of Information Technology, centering on an organizational culture of “men and their machines” (Clark, 2012). This paper examines the role of women who lead technology initiatives in higher education and presents the experiences of these women leaders and their collision of organizational cultures as part of a comparative case study of two public institutions. Findings suggest elements of culture within the IT field that contribute to the experiences of women leaders in IT, and illuminate that leading a technology project may add a layer of gender expectations and gender roles that are more entrenched in the IT world than in other areas of higher education.


Author(s):  
Sheila Thomas

Studies show women are underrepresented in higher education leadership. Nonetheless, women leaders achieve success when they receive strong institutional support. Mentors and coaches, both men and women, have the most impact on women's success, while other institutional aids include financial assistance, leadership support, and open institutional culture. Women who advance in their careers tend to remain at their institution. At the same time, lack of institutional support, family and work conflicts, and limited career advancement opportunities continue to pose barriers as women seek positions in the upper echelons of academic administration. Thus, there is a need for strong, consistent institutional support to improve and accelerate women's progress. Institutions that implement change in an inclusive, adaptable, and flexible manner can build a supportive infrastructure that benefits everyone. Women who prepare academically and professionally and contribute to the scholarly literature will help shape the future of higher education.


2020 ◽  
Vol 3 (1) ◽  
pp. 456-466
Author(s):  
Kateryna Kolesnikova ◽  
Dmytro Lukianov ◽  
Tatyana Olekh

2016 ◽  
Vol 1 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Christina Landman

A majority of the black community of Dullstroom-Emnotweni in the Mpumalanga highveld in the east of South Africa trace their descent back to the southern Ndebele of the so-called ‘Mapoch Gronden’, who lost their land in the 1880s to become farm workers on their own land. A hundred years later, in 1980, descendants of the ‘Mapoggers’ settled in the newly built ‘township’ of Dullstroom, called Sakhelwe, finding jobs on the railways or as domestic workers. Oral interviews with the inhabitants of Sakhelwe – a name eventually abandoned in favour of Dullstroom- Emnotweni – testify to histories of transition from landowner to farmworker to unskilled labourer. The stories also highlight cultural conflicts between people of Ndebele, Pedi and Swazi descent and the influence of decades of subordination on local identities. Research projects conducted in this and the wider area of the eMakhazeni Local Municipality reveal the struggle to maintain religious, gender and youth identities in the face of competing political interests. Service delivery, higher education, space for women and the role of faith-based organisations in particular seem to be sites of contestation. Churches and their role in development and transformation, where they compete with political parties and state institutions, are the special focus of this study. They attempt to remain free from party politics, but are nevertheless co-opted into contra-culturing the lack of service delivery, poor standards of higher education and inadequate space for women, which are outside their traditional role of sustaining an oppressed community.


Author(s):  
Nina Batechko

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.


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