Increasing the Number of Women Administrators in Kinesiology and Beyond: A Proposed Application of the Transformational Leadership Model

2008 ◽  
Vol 17 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Lynda B. Ransdell ◽  
Sarah Toevs ◽  
Jennifer White ◽  
Shelley Lucas ◽  
Jean L. Perry ◽  
...  
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Women Administrators ◽  
The United States ◽  
Women In Leadership ◽  
Future Research ◽  
Leadership Positions ◽  
Administrative Positions ◽  
Writing Group ◽  
Associate Dean

In higher education in the United States, women are often underrepresented in leadership positions. When women try administration, they face a higher rate of attrition than their male counterparts. Given the lack of women in leadership positions and the failure of the academy to retain women administrators, a group of women administrators and faculty with many collective years of experience in higher education assembled to write this paper. Our writing group consisted of 2 Chairs, 2 Deans, 1 Associate Dean, 2 pre-tenure faculty members, and a Provost, representing four different institutions. The authors of this paper suggest that applying the proposed model of transformational leadership within the field of Kinesiology may have a two-fold benefit. It may increase the number of women in administrative positions and it may extend how long women choose to serve in an administrative capacity. Components of the model include developing personal and professional characteristics that motivate faculty to perform beyond expectations, and understanding gender-related and kinesiology-specific challenges of administration. In addition, recommendations are made for pursuing careers in administration, and for pursuing future research projects. We hope that through this paper, we have started an important and open discussion about women in leadership roles, and ultimately, encouraged some prospective leaders to consider a career in higher education administration.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

Gendered Funding: United Way Board Composition and the Funding of Women- and Girl-Serving Organizations

2021 ◽  
pp. 089976402110574
Author(s):  
Lauren Dula
Keyword(s):  
Time Series Data ◽  
Critical Mass ◽  
Interrupted Time Series ◽  
The United States ◽  
Women In Leadership ◽  
Representative Bureaucracy ◽  
Series Data ◽  
Leadership Positions ◽  
United Way ◽  
Bureaucracy Theory

Representative bureaucracy theory posits that the passive representation of women in leadership positions will lead to active representation of the concerns of women in general. This article attempts to identify whether this theory plays out on boards of nonprofit funding organizations, specifically United Ways across the United States. Using random effects modeling of interrupted time series data covering 15 years, the findings suggest a small yet significant nonlinear effect of women in leadership positions on boards upon the size of funding for women- and girl-serving organizations. This partially supports representative bureaucracy theory, but raises questions as to why there is a negative representational effect past a certain “critical mass” of women.

Mentoring, Sponsorship, and Gender

2020 ◽  
pp. 198-207
Author(s):  
Karen P. Burke ◽  
Lori E. Ciccomascolo
Keyword(s):  
United States ◽  
The United States ◽  
Women In Leadership ◽  
Professional Lives ◽  
Leadership Roles ◽  
Leadership Positions ◽  
College And University ◽  
Education Careers ◽  
The Status ◽  
And Gender

The lack of women in leadership roles is a systemic problem in the United States and is not unique to the field of education; however, it is important to continue to challenge the status quo and provide a path for women to achieve equality and equity in the workplace. The following chapter will identify and discuss the importance of mentoring and sponsorship so that women pursuing education careers, novice women teachers, and women college, and university faculty and staff can actively and better position themselves to move into leadership positions and/or ensure a “seat at the table” in situations where decisions are made that affect their personal and professional lives.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

Women and Leadership in Higher Education

2011 ◽  
Vol 14 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Susan R. Madsen
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Women In Leadership ◽  
Postsecondary Institutions ◽  
Women In Higher Education ◽  
Leadership Programs ◽  
Administrative Positions ◽  
Women And Leadership ◽  
Effective Leaders ◽  
Leadership In Higher Education

The Problem. Postsecondary institutions are struggling more than ever before to find qualified, effective leaders to move into key administrative positions. One reason for the continued lack of prepared leaders is that there still remain few women in higher education positioned to take on such critical roles. The Solution. This Issue overview introduces the importance of and connections among HRD, leadership development, higher education, and leadership programs for women in higher education. It highlights the Issue’s overall problem, purpose, the approach used, and its relevance to practice. Concerns around the shortage of women in leadership positions in higher education settings are introduced, and the unique features of this particular Special Issue are outlined along with a brief introduction of each article. The Stakeholders. This Issue will provide researchers and practitioners in various fields of study with frameworks to use in developing, evaluating, and researching leadership programs for women in higher education and beyond.

Empirical investigation of moderating and mediating variables in between transformational leadership and related outcomes

2016 ◽  
Vol 30 (6) ◽  
pp. 1123-1149 ◽  
Author(s):  
Jeevan Jyoti ◽  
Sonia Bhau
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Structural Equation ◽  
Group Analysis ◽  
Education Sector ◽  
Future Research ◽  
Cross Sectional ◽  
Business World ◽  
Economic Implications ◽  
Content Type

Purpose – The purpose of this paper is to evaluate the multi-layer effect of transformational leadership (TL) on employee-related outcomes, i.e. relational identification (RI) and satisfaction with leader (SWL). Further, role of leader member exchange (LMX) and the association period in between TL and RI as well as SWL shall also be examined. So, the present paper attempts to evaluate the moderated-mediated effect of TL on RI and SWL. Design/methodology/approach – The model has been tested in the higher education sector. Information regarding TL, LMX, SWL and RI has been procured from teachers. The data have been duly validated with the help of confirmatory factor analysis. Reliability has been assessed through Cronbach’s α and composite reliability. Structural equation modelling has been used for testing the hypotheses. Moderation has been checked through multi-group analysis. Findings – The results indicate that association period moderates the TL and LMX relationship. LMX mediates the TL and RI and SWL relationship. Finally, moderated- mediated impact of TL on RI and SWL have been found. Managerial, practical, social, economic implications and scope for future research have also been discussed. Research limitations/implications – This study represents a cross-sectional investigations as responses were gathered from respondents at a particular point of time. Moreover, the study is confined to government degree colleges operating in Jammu district only. In future longitudinal study can be conducted. Comparative study between private and public colleges can be undertaken in future. Practical implications – Leaders should focus on creating positive environment, where personal work goals of the subordinates are linked with organisational goals, with the help of role-person integration. Leaders should make their decisions more transparent by exhibiting consistency in their logic and reasoning. Remaining impartial in decision making will help leaders to instil trust and respect in the minds of subordinates. Trust among the followers can be increased through commitments and achievement of goals. Leaders should create more enthusiasm and optimism amongst the employees. Social implications – Leaders in education institutes should create social and emotional learning environment in the colleges. This can be done by arranging informal meetings, some kinds of fares, painting competitions and festive celebrations at collaborative level. This strategic action will help to provide an opportunity to all employees’ to come forward in an informal friendly environment, which will help to reduce stress, anxiety, and depression; and improve the quality of relationship and ultimately enhance satisfaction among followers’ with respect to their leaders. The followers work for the achievement of departmental as well as the organisational goals in collaboration with their leaders. Originality/value – The paper has evaluated the moderation of association period between TL and LMX relationship in higher education sector which has not been explored earlier in leadership studies. Many studies have evaluated the direct impact but moderated-mediated impact of TL on RI and SWL has not been evaluated earlier, which will contribute equally to academic as well as business world.

scholarly journals Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs

10.28945/4472 ◽  
2020 ◽  
Vol 5 ◽  
pp. 001-016
Author(s):  
Daniel W Calhoun ◽  
Steven Tolman ◽  
Kaylee M. King
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
The United States ◽  
Future Research ◽  
Curriculum Alignment ◽  
Education Student ◽  
Content Areas ◽  
Credit Hours ◽  
Cas Standards ◽  
Preparatory Programs

Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised

scholarly journals Built leadership: women administrators in architectural education

2009 ◽  
Vol 6 (2) ◽  
Author(s):  
Margaret Dale Woosnam
Keyword(s):  
Higher Education ◽  
Women Administrators ◽  
Leadership Style ◽  
Architectural Education ◽  
Institutions Of Higher Education ◽  
Female Leaders ◽  
Leadership Theories ◽  
Administrative Positions ◽  
Male Dominated ◽  
Heroic Style

Of the 114 accredited architecture programs within colleges and universities across America, only 18 (or 16%) employed females at the highest administrative positions as deans, directors, chairs, or heads at the time this study was conducted. Despite this statistic, nearly 50% of all graduates from architecture programs are female. Little is known about women administrators in architectural education, perhaps because of the fact that there are so few. The central question that guided this research study is as follows: What personal and professional factors characterize 10 women employed as administrators in nationally accredited architecture programs, departments, schools, and colleges in American institutions of higher education? Additionally, this study identified the women’s career paths, and obstacles they overcame andsacrifices they made in order to advance in their careers. The qualitative case study tradition was employed for this study. Ten women administrators of accredited architecture programs, departments, schools, and colleges within American institutions of higher education participated in the study. Interviews, documents, and observations were collected and included in the data analysis. While feminist leadership theories were used as a lens and guided the current research, themes emerged from the study that point toward a potentially new, emerging theoretical construct. This emerging construct requires that pioneering female leaders in male-dominated fields be characterized differently than female leaders in other contexts. Specifically, the conclusions drawn from this study require characterizing pioneering female leaders in male-dominated fields as built leaders or leaders who have systematically developed professionally as a result of unwavering ambition but who employa post-heroic style of leadership. In other words, these women fought their way to the top, but once there, use an up, down, and across hierarchical leadership style.

scholarly journals BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

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