Building South African Women's Leadership: A Cohort Model for the PhD in Student Affairs

Autor/inn/en	Person, Dawn; Saunders, Katherine; Oganesian, Kristina
Titel	Building South African Women's Leadership: A Cohort Model for the PhD in Student Affairs
Quelle	In: Journal of Student Affairs in Africa, 2 (2014) 1, S.9-22 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2307-6267
Schlagwörter	Foreign Countries; Females; Women Administrators; Educational Administration; Graduate Students; Womens Education; Student Attitudes; Student Experience; Expectation; Barriers; Aspiration; Doctoral Programs; Interviews; Qualitative Research; Case Studies; South Africa; California + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Weibliche Führungskraft; Bildungsverwaltung; Schuladministration; Schulverwaltung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; 'Women''s education'; Frauenbildung; Schülerverhalten; Studienerfahrung; Expectancy; Erwartung; Streben; Doktorandenprogramm; Interviewing; Interviewtechnik; Qualitative Forschung; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Kalifornien
Abstract	Despite the presence of a historically male-dominated culture in leadership, gender-mediated obstacles and challenges, black women in South Africa have the passion to develop professionally and move to higher levels as educational leaders. The current study assessed female students' perceptions regarding a joint pilot doctoral programme between the University of the Western Cape (UWC) and California State University, Fullerton's (CSUF) Higher Education programme, and their experiences while in the programme. Five participants described programme expectations, challenges, strengths, weaknesses and programme completion. Moreover, the research focused on the participants' future hopes, aspirations and their observations regarding any changes in their professional and academic growth. Students expressed that coming to CSUF after their experiences at UWC enabled them to learn from faculty members with expertise in student affairs, which has further developed their knowledge concerning student development strategies, philosophy and history. Recommendations for the programme centred on increased cohort meetings, expanded programme resources such as research, student support outside the classroom settings, and the improvement of programme funding in order to provide more financial support to students. The importance of professional development and formalised training programmes, expanding research dynamics, and teaching components with international collaborations are promising practices to address the challenges and obstacles that black women face in preparing to become leaders in South African higher education. (As Provided).
Anmerkungen	University of Stellenbosch. 15A Bosman Street, Private Bag X1, Matieland ZA-7602, South Africa. Tel: +27-833505959e-mail: jsaa_editor@outlook.com; Web site: http://www.jsaa.ac.za/index.php/jsaa/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01