Every Woman Has a Story to Tell: Experiential Reflections on Leadership in Higher Education

Autor/inn/en	Selzer, Robin Arnsperger; Robles, Richard
Titel	Every Woman Has a Story to Tell: Experiential Reflections on Leadership in Higher Education
Quelle	In: Journal of Women and Gender in Higher Education, 12 (2019) 1, S.106-124 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-9112
DOI	10.1080/19407882.2018.1534246
Schlagwörter	Women Administrators; Leadership Training; Females; Urban Schools; Career Development; Barriers; Higher Education; Occupational Aspiration; Gender Bias; Equal Opportunities (Jobs); Experience; Career Planning; Leadership Qualities; Leadership Styles; Budgeting; Administrative Organization; Advocacy; Student Personnel Services + Suchen Sie Ihr Suchwort? Weibliche Führungskraft; Führungslehre; Weibliches Geschlecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Berufsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsneigung; Berufsziel; Geschlechterstereotyp; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Erfahrung; Karriereplanung; Führungseigenschaft; Führungsstil; Sozialanwaltschaft
Abstract	This study explores and shares key professional development advice related to career paths, challenges faced, and lessons learned from senior women leaders at a public, urban, research university. Interviews were conducted as part the NASPA Alice Manicur Symposium, a national student affairs leadership development program for women. Findings identified two themes at the personal and institutional levels. Sub-themes included strategies for career advancement in higher education, such as accepting opportunities, being visible, understanding the business of higher education, and obtaining a terminal degree. Aspiring women should be ready to navigate institutional challenges, often outside of their control, such as bureaucracy and politics, budgetary constraints, forces impacting student affairs, and institutional change. Participants shared perspectives on addressing institutional change including assessing needs and affect, exploring perceptions of change, gaining buy-in, and leveraging the change. Because emerging women leaders in higher education are often overwhelmed and confused in the realm of career assessment, findings from this study address the problem. The needle can move for women in higher education leadership positions if women identify themselves as aspiring leaders, create time for career assessment reflection, and take action to implement strategies for advancement endorsed by successful senior women. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01