No abstract

Purpose -As women professors of educational leadership who are involved with feminist research and the preparation of k-12 women leaders, the authors came to the realization that while they have dedicated their professional lives to advancing women leaders in the k-12 environment, they have neglected women like themselves, particularly young women, in the academy. Design/methodology/approach -The authors utilized biographical narrative inquiry to allow readers a window into their lives as young women faculty in departments of educational leadership and extended this to advocate for changes in university climates for women. Findings -The authors analyzed their narrative data to develop strategies for young women faculty in educational leadership that include: action-oriented mentoring; the valuing of home and person; living within gender, age, and skin; and celebration of youth and womanhood. Originality/value -This paper is an emergent approach to understanding and facilitating social justice and diversity in higher education based on four young women professors' attempt to find a creative and feminist outlet for the expression of their experiences in the academy. Little to no research exists outside of informal personal reports on young women's experiences in the academy and, thus, is the impetus for the paper.

Purpose -As the number of internet users has increased, universities have begun to rely more heavily on technology in the delivery of course content and instruction. The use of distance technology has been purported to have the potential to lead the way in developing more competent technology leaders in schools as well as reforming leadership preparation and reaching a more inclusive population of administrator aspirants. The paper aims to focus on the issues involved. Design/methodology/approach -An exploratory study of how 49 higher education institutions in the USA utilize distance technology in the preparation of educational leaders is reported. Descriptive statistics, including both categorical scales and continuous scales, were collected from the survey designed and are used to indicate how and why technology was used in program delivery. Findings -Findings are grouped according to the following themes: overall program structures; types of distance technology; goals for the use of distance technology; problems experienced with the use of distance technology; and factors that affect the expansion of the use of distance technology. Practical implications -Data gained have important implications for follow-up studies that explore the relationship between the use of distance technology and the transformation of the preparation of school leaders. Originality/value -This research defines areas in which programs can meet today's global standards, allow for the greatest flexibility in meeting student needs, and yet continue to increase leadership and educational opportunities for all student groups.

While the use of distance technology has been touted as having the potential to reform leadership preparation, there is little to no research on students’ experiences or outcomes in educational leadership. The authors sought to understand, through a descriptive survey design, whether or not distance technology is a viable competitor to face-to-face instruction. The purpose of the study was to gain perspectives from students in leadership preparation programs as consumers of instructional distance technology and to understand perceptions of the impact of distance technology on transfer of knowledge to practice. Findings provide readers with insider knowledge from consumers who utilize distance technology and indicate that while students feel online course experiences have been equally successful as compared to face-to-face instruction, they do not find that online courses have an advantage over face-to-face instruction.

No abstract