Although it is quite easy to identify women leaders, men continue to occupy the vast majority of leadership roles in the world. It has been argued that one of the reasons for this differential is women's aspirations for leadership are less than men's. Women's leadership aspirations are defined in this chapter as girls' and women's longing for and intentional seeking after a future that catalyze their visions, goals, or calling for themselves into reality, whether or not they use the term leadership to describe their aspirations. There is ample support for this hypothesis. While studying women managers in Australia, Ross-Smith and Chesterman (2009) found something they labeled "girl disease"; among its symptoms is the reticence of women managers to pursue or accept advancement. Ramakrishnan, Sambuco, and Jagsi (2014) observed that women often limit their options within medicine by the choices they make even before entering their careers. Shapiro, Ingols, O'Neill, and Blake-Beard (2009) found women's goals for success are not limited to those associated with career advancement, but also include work/life balance goals, being passionate about their work, and doing work that makes a difference. Even those who seek to be leaders sometimes eschew being

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Technology-enhanced learning (TEL) is a broad term to denote the incorporation of digital technology to mediate activities that support education. Educational researchers need to validate critical assumptions about any new system that involves TEL early and throughout its development course to make quick, informed, de-risked decisions about the progress of TEL. We introduce an assumption validation process for educational researchers to consider utilizing when evolving ideas or prototypes of TEL. We present a preliminary study conducted in Russia of a knowledge sharing (KS) training program using digital games to illustrate the proposed four-stage process. The first stage is listing the assumptions that apply to initiatives of TEL. The second is identifying the methods most useful for testing those assumptions. The third is executing tests on each of those assumptions. The last stage is determining assumption validity. In the illustrative study, a single pilot trial was considered the appropriate approach to validate the assumptions selected in the first stage. We found that determining assumption validity requires testing many of the assumptions individually and in aggregate. Educational researchers can use this assumption validation process to assess the potential of TEL in a variety of settings before investing resources into its further development.

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