Learning to Be Leaders in Higher Education: What Helps or Hinders Women’s Advancement as Leaders in Universities

Airini,; Collings, Sunny; Conner, Lindsey; McPherson, Kathryn; Midson, Brenda; Wilson, Cheryl A.

doi:10.1177/1741143210383896

Cited by 98 publications

(118 citation statements)

References 15 publications

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“…Researchers (Arini et al, 2011;Kellerman & Rhodes, 2014;Keohane, 2014;Pyke, 2013;Tessens et al, 2011;Toma`s et al, 2010) have been able to identify actual or perceived barriers and obstacles to female advancement in higher education settings. Such barriers and obstacles are perceived as gender-based and function at social, organizational, and personal levels (Diehl, 2014).…”

Section: Barriers and Obstacles That Hinder Leadership Opportunities mentioning

confidence: 99%

“…In the literature gathered (Arini et al, 2011;Kellerman & Rhodes, 2014;Keohane, 2014;Pyke, 2013;Tessens et al, 2011;Toma`s et al, 2010), difficulty balancing the demands of family and work emerged as a recurrent barrier to female advancement in higher education. For example, Kellerman and Rhodes (2014) highlighted the disproportionate burdens in the home where women attend to family responsibilities more than their spouses.…”

Section: Barriers and Obstacles That Hinder Leadership Opportunities mentioning

confidence: 99%

“…A considerable amount of literature has been published on the advancement of women in leadership positions in higher education (Arini, Collings, Conner, McPherson, Midson, & Wilson, 2011;Christman & McClellan, 2008;Diehl, 2014;Kellerman & Rhodes, 2014;Keohane, 2014;2012a, 2012bPyke, 2013;Tessens et al, 2011;Toma`s, Lavie, del Mar Duran, & Guillman, 2010). These studies addressed the need to develop more female leaders in higher education, external factors that may affect their resilience, internal challenges produced by university cultures, as well as gender stereotypes and imbalances in leadership positions that continue to inhibit the efforts of gender equality.…”

Section: Female Leadership In Higher Educationmentioning

confidence: 99%

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Female Leadership Capacity and Effectiveness: A Critical Analysis of the Literature on Higher Education in Saudi Arabia

Alomair

2015

IJHE

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In light of the progressive changes occurring in Saudi Arabia, developing female leadership capacity and effectiveness in the country's higher education is vital. This literature review examines the scholarship and research on female leadership in higher education in Saudi Arabia, describes the major barriers for female leaders, and provides a critique of the available literature regarding efforts in developing and sustaining female leadership capacity and effectiveness in Saudi Arabia's higher education. The literature review concludes by identifying major limitations and needs for research on this particular topic.

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Section: Barriers and Obstacles That Hinder Leadership Opportunities mentioning

confidence: 99%

Section: Barriers and Obstacles That Hinder Leadership Opportunities mentioning

confidence: 99%

Section: Female Leadership In Higher Educationmentioning

confidence: 99%

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Female Leadership Capacity and Effectiveness: A Critical Analysis of the Literature on Higher Education in Saudi Arabia

Alomair

2015

IJHE

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“…Most researches, by focusing on the mentors and women administrators, disclose that mentorship may be one of the great motivations for career advancement of women (Blum et al, 1994;Brown, 2005;Beck, 2008;Kiamba, 2008;Madson, 2008;Airin, 2010;Collings et al, 2011;Walts, 2012). Findings showed that women who were appointed to administrative positions in the academic workplace need support from other professional administrators in their department to adjust to their profession and to recognize the structure of the department (Beck, 2008).…”

Section: Organizational Practicesmentioning

confidence: 99%

Challenges to Women’s Participation in Senior Administrative Positions in Iranian Higher Education

Mohajeri¹,

Mousavi²

2017

IES

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In the last three decades, growth in the education of women in Iran has led to a significant increase in demand for women professionals and administrators in Iranian universities. However, the path to the top is not easy and numerous challenges must still be overcome. This study explored the challenges of women's participation in senior administrative positions from the perspective of Iranian women administrators in higher education. Data were collected based on semi-structured interviews with 20 women academician in administrative positions. Thematic analysis was conducted to examine the themes that emerged to represent their experience and perspective. The findings indicated that challenges ranged from organizational to societal and individual factors. Individual factors were related to personality traits such as work-family balance issues and a lack of selfconfidence. At the organizational levels, difficult relationships at work and the old boys' network, and organizational practices were perceived to be a hindrance, while at the societal level, gender role stereotypes and social attitudes towards women were viewed as key challenges to the participation of women in senior administrative positions. The implication for women who aspire to the top position of organizations is that they should be aware of and understand the visible and invisible challenges in relation to their career advancement.

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“…Demonstrating effective leadership in Higher Education (HE) in the UK has become of increasing importance in recent years, particularly with changes in the HE sector that are making more demands of senior leaders and an increased emphasis on the professionalism of academic staff ( [1], [3], [4]). However, often universities are ill-equipped from a leadership development perspective to meet these challenges.…”

Section: Introductionmentioning

confidence: 99%

Developing Educational Leadership

Quinsee¹,

Parker²

2017

INTED Proceedings

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Developing effective leadership within an academic setting is becoming increasingly important in the UK with the changes in the higher education sector. This is particularly pertinent in relation to the leadership of learning and teaching activities, where, for the first time, there will be more systematic external review and benchmarking of academic practice through the introduction of the Teaching Excellence Framework (TEF). However, ensuring that we are giving our current and future leaders' appropriate development, both in terms of relevance and timeliness, is more challenging. Stefani [1] identifies this as being an under researched area and, anecdotally, the two principal investigators know that many programme leaders and those in head of department roles often have received little or no development for their role. However, leading education is central to the development of high quality programmes and student success and satisfaction. McInnis, Ramsden and Maconachie [2] outline the need for robust leadership if colleagues are to be inspired and influenced.In order to prepare our staff more effectively for the requirements of educational leadership, at City, University of London, we are undertaking research to explore what knowledge, skills, support and preparation staff need for these roles. This project involves a range of data collection from both existing leaders and those either new or aspiring to these roles. This paper discusses our initial data gathered from a survey via an online questionnaire of open questions with 17 education leaders. The paper will outline their views of the knowledge and skills needed to undertake such a role, the support and preparation they had for their role and what support and preparation they believe new leaders need. The paper will then conclude with some recommendations arising from this data and outline the next stages of the research.

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Learning to Be Leaders in Higher Education: What Helps or Hinders Women’s Advancement as Leaders in Universities

Cited by 98 publications

References 15 publications

Female Leadership Capacity and Effectiveness: A Critical Analysis of the Literature on Higher Education in Saudi Arabia

Female Leadership Capacity and Effectiveness: A Critical Analysis of the Literature on Higher Education in Saudi Arabia

Challenges to Women’s Participation in Senior Administrative Positions in Iranian Higher Education

Developing Educational Leadership

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