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.

Women’s Leadership Development in Higher Education

2011 ◽  
Vol 14 (1) ◽  
pp. 113-128 ◽  
Author(s):  
Susan R. Madsen ◽  
Karen A. Longman ◽  
Jessica R. Daniels
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Leadership Skills ◽  
Women's Leadership ◽  
Women In Leadership ◽  
Women In Higher Education ◽  
Leadership Programs ◽  
Leadership Positions ◽  
Fields Of Study ◽  
Do So

The Problem.The intentional preparation of future leaders for higher education remains a critical need today in institutions across the globe. Many colleges and universities are now seeking to design programs that develop the leadership skills of faculty, staff, and administrators, and because of the shortage of women in leadership positions, special efforts need to focus on the development of women. Yet guidance and assistance are required to do so effectively and efficiently.The Solution.The purpose of this final article is to highlight a few of the particularly important findings across all articles in this Special Issue, offer some overall implications for leadership development and the HRD field, and provide tables of sample leadership programs for women in higher education at the national, state, and institutional levels.The Stakeholders.This article provides researchers and practitioners in various fields of study with implications toward more effectively developing, evaluating, researching, and implementing leadership programs for women in higher education.

Moving Beyond the Stained Glass Ceiling

2011 ◽  
Vol 14 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Karen A. Longman ◽  
Shawna L. Lafreniere
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Women's Leadership ◽  
Women In Leadership ◽  
Christian Colleges ◽  
Women In Higher Education ◽  
Stained Glass ◽  
Leadership Positions ◽  
Development Professionals ◽  
The Impact

The Problem. While a variety of factors have historically limited access by women to top-level leadership positions across higher education, these factors become more complicated when juxtaposed with the theological commitments that influence the leadership journeys of women in these settings. The Solution. This article reviews the literature related to women in higher education leadership, with a particular focus on the state of women in leadership found in faith-based colleges and universities—as represented by the 110 member institutions of the Council for Christian Colleges & Universities (CCCU). It describes the results of in-depth research on the impact of a CCCU Women’s Leadership Development initiative, launched in 1998. Qualitative and quantitative evaluation data are discussed and implications outlined. The Stakeholders. The lessons emerging from this initiative and research can be helpful for postsecondary leaders, HRD and leadership development professionals, and all those who focus on developing women in higher education settings.

scholarly journals WOMEN AND LEADERSHIP IN ISLAMIC HIGHER EDUCATION IN INDONESIA

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Safrul Muluk
Keyword(s):  
Higher Education ◽  
Women In Leadership ◽  
Education Sector ◽  
Senior Leadership ◽  
Leadership Roles ◽  
Leadership Position ◽  
Women And Leadership ◽  
Patriarchal Culture ◽  
Leadership In Higher Education ◽  
Long Time

In Indonesia, the issue of women in leadership position within public organizations, including in higher education, has been under scrutiny for a long time. Practices of patriarchal culture plays a significant role in the way people perceive women and their contribution have influenced the opportunity for female academics to assume senior leadership roles. Despite the increase in the number of well-educated women in higher education sector, it does not reflect in the number of women assuming leadership roles. This paper presents a brief historical account on higher education sector in Indonesia and then discusses women and leadership in higher education, with a special reference to State Islamic University Ar-Raniry Banda Aceh.

Interlocking Systems of Oppression

2019 ◽  
pp. 61-83 ◽  
Author(s):  
Marissiko M. Wheaton ◽  
Adrianna Kezar
Keyword(s):  
Higher Education ◽  
Empirical Work ◽  
College Campuses ◽  
Women's Leadership ◽  
Women In Higher Education ◽  
Administrative Positions ◽  
Leadership In Higher Education

Women in higher education face many challenges as they navigate senior-level administrative positions on college campuses. Much of the existing research on women's leadership in higher education does not highlight the ways in which women of varying overlapping identities navigate leadership uniquely. In this chapter, the authors discuss the need for the theories of intersectionality and positionality, which foreground the intersection of many identities and further contextualize them within systems of power. Through an analysis of existing empirical work, this chapter draws attention to tools and strategies that can be learned from women of multiple oppressed identities and positions of leadership.

Interlocking Systems of Oppression

2021 ◽  
pp. 766-788
Author(s):  
Marissiko M. Wheaton ◽  
Adrianna Kezar
Keyword(s):  
Higher Education ◽  
Empirical Work ◽  
College Campuses ◽  
Women's Leadership ◽  
Women In Higher Education ◽  
Administrative Positions ◽  
Leadership In Higher Education

Women in higher education face many challenges as they navigate senior-level administrative positions on college campuses. Much of the existing research on women's leadership in higher education does not highlight the ways in which women of varying overlapping identities navigate leadership uniquely. In this chapter, the authors discuss the need for the theories of intersectionality and positionality, which foreground the intersection of many identities and further contextualize them within systems of power. Through an analysis of existing empirical work, this chapter draws attention to tools and strategies that can be learned from women of multiple oppressed identities and positions of 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.

Resilient Leadership: A Phenomenological Exploration Into How Black Women in Higher Education Leadership Navigate Cultural Adversity

2021 ◽  
pp. 002216782110030
Author(s):  
Nuchelle L. Chance
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Stereotype Threat ◽  
Role Models ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Women In Higher Education ◽  
Motivation Factors ◽  
Resilient Leadership

This article explores adversity and the lived experiences of Black women in higher education leadership. Using phenomenology, this study specifically explores how Black women in higher education leadership navigate the adverse challenges of intersectionality, stereotype threat, and tokenism. Black women in leadership undergo adversity including limited role models, the concrete ceiling, and the intersectionality of racism, sexism, and ageism, as well as tokenism. The current findings validate that Black women in higher education leadership experience adversity. Some of the more salient codes that emerged were discrimination such as racism, sexism, ageism, and the intersection of these challenges with identity, cultural diversity and belonging, resilience, and leadership callings. Referred to as “superwomen,” Black women are resilient and strong. The results of this study reveal that Black women use adversity as fuel, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by the resilience that has manifested as motivation factors such as family and relationships, mentorship and sponsorship, as well as the support of cultural identity and diversity. The current findings support the notion that adversity shapes Black women into leaders with an emphasis on higher education leadership.

scholarly journals Teaching And Learning: Five Womens Stories Of Leadership In Higher Education

2004 ◽  
Vol 1 (8) ◽  
Author(s):  
Joane W. McKay ◽  
Nancy Bacharach ◽  
Robin Hasslen ◽  
Teresa W. Heck ◽  
Gayla Holmgren
Keyword(s):  
Higher Education ◽  
Public School ◽  
Teaching And Learning ◽  
Department Chairs ◽  
School Administrators ◽  
Women In Leadership ◽  
Leadership In Higher Education ◽  
Public School Administrators ◽  
Women's Stories

Women in leadership provide a different voice.  Five women’s stories of leadership in education are told.  From Deans to Department Chairs and Public School Administrators—all reflect on leadership journeys.

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