Ser professor na universidade do século XXI

Evans, Linda

doi:10.24840/esc.vi63.595

Cited by 2 publications

(2 citation statements)

References 27 publications

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“…As highlighted in the introduction, little attention is given to those performing informal and distributed forms of leadership, such as professors (Evans, 2017;Rehbock et al, 2021). This is despite the fact that the Professoriate represents a crucial intellectual resource for HEIs (Evans, 2022;Rehbock et al, 2021). Addressing this significant gap in the literature, we focus on academic leadership (Bolden et al, 2012;Joyce and O'Boyle, 2013) and categorise the various informal academic leadership activities performed by female professors, as informed by contemporary literature.…”

Section: Conclusion Recommendations and Future Avenuesmentioning

confidence: 99%

“…Little attention is given to those performing informal and distributed forms of leadership, such as professors (Evans, 2017;Lindholm, 2004;Rehbock et al, 2021). This is despite the fact that the Professoriate represents a crucial intellectual resource for higher education institutions [HEIs] (Evans, 2022;Rehbock et al, 2021). In this paper, we distinguish between academic management, which concentrates on the administration of academic tasks and processes to achieve predefined outcomes, and academic leadership, which is more broadly comprehended and is most significant in terms of academic identity (Bolden et al, 2012).…”

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confidence: 99%

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What do I do? A Categorisation of Informal Leadership Activities Among Female Professors

Buckland,

O’Riordan,

Kelliher

2023

The Irish Journal of Management

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Underpinned by social identity theory and drawing on the concept of professors as academic leaders, this paper asks, what are the informal professorial leadership activities performed by female professors? Drawing on contemporary literature, it categorises the informal leadership activities of female professors. These activities are incorporated into a conceptual framework, which offers insight into identifying and delineating effective ways in which to better understand female professorial leadership activities. This framework provides important and novel socio-psychological insight into an under-explored but critical aspect of the daily activities of female professors as academic leaders.

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