A Woman with a Plan: Recognizing Competencies for Ascent to Administration in Higher Education

Autor/inn/en	Turner, Paaige K.; Norwood, Kristen; Noe, Charlotte
Titel	A Woman with a Plan: Recognizing Competencies for Ascent to Administration in Higher Education
Quelle	In: NASPA Journal About Women in Higher Education, 6 (2013) 1, S.22-47 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-7882
DOI	10.1515/njawhe-2013-0003
Schlagwörter	Higher Education; College Administration; Disproportionate Representation; Females; Femininity; Goal Orientation; Decision Making; Problem Solving; Communication Skills; Emotional Intelligence; Gender Discrimination; Occupational Aspiration; Skill Development; Women Administrators; Competence; Leadership Qualities; Conflict Resolution; Teamwork; Strategic Planning; Marketing; Risk Management; Money Management; Knowledge Level; Family Work Relationship; Time Management; Stress Management + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; College administrators; Hochschulverwaltung; Weibliches Geschlecht; Femaleness; Weiblichkeit; Zielorientierung; Zielvorstellung; Decision-making; Entscheidungsfindung; Problemlösen; Kommunikationsstil; Emotionale Intelligenz; Berufsneigung; Berufsziel; Kompetenzentwicklung; Qualifikationsentwicklung; Weibliche Führungskraft; Kompetenz; Führungseigenschaft; Conflict solving; Konfliktlösung; Konfliktregelung; Strategy; Planning; Strategie; Planung; Risikomanagement; Wissensbasis; Zeitmanagement; Stressmanagement; Stressbewältigung
Abstract	Despite progress, women are still disproportionally underrepresented in leadership positions in higher education. Women must contend with a glass ceiling, which we argue is constituted by discourses of impossibility and femininity. These discourses discourage women from recognizing their qualifications, continuing to develop skills, and making a plan that would position them to obtain leadership positions in colleges and universities. Although the problem has been articulated before, little practical information is offered to help women navigate it. To rectify this, we identify and outline competencies needed for advancement in higher education and suggest strategies for recognizing, tracking, and developing relevant skills. Aspiring women leaders need an understanding of the problems that keep them from advancing, an awareness of the competencies needed for administration, practical tactics for acquiring such proficiencies, and a sense that their goals are attainable. In sum, they need a plan. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10