Perception Of Gender Differences In Leadership Styles Of Higher Education Administrators
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Gender Differences in Leadership Style
Author | : Mary Antonaros Raymond |
Publisher | : |
Total Pages | : 239 |
Release | : 2010 |
Genre | : Educational leadership |
ISBN | : |
This study examines gender differences in leadership style and the influence of these differences on perceived leader effectiveness in higher education. Leadership style is defined in gendered terms, which include traditionally agentic styles for men and communal styles for women, and therefore transformational and transactional leadership styles are closely examined. Data were gathered from a two-stage national survey of college presidents and their senior-level leaders, faculty, and administrators from over 200 postsecondary institutions in the United States to analyze these differences in leadership style and leader effectiveness. Multiple block regression analyses demonstrate that gender has a mild correlation with perceived effectiveness, with female presidents being slightly more likely to be perceived as effective leaders. In addition, transformational leadership, which is often connected with communal leadership behaviors, is highly correlated with leader effectiveness. These findings are consistent with the literature in that transformational leaders that exert communal and relational leadership behaviors are usually viewed as more effective leaders than their transactional counterparts that enact agentic behaviors. Finally, institutional context also has a strong relationship with perceived effectiveness for both leaders and subordinates. The research results have implications for transformational leadership training, mentoring, fostering female leadership, and improving institutional context.
The Role of Gender in Higher Educational Leadership
Author | : Amy Fara Edwards |
Publisher | : |
Total Pages | : 145 |
Release | : 2016 |
Genre | : |
ISBN | : |
The purpose of this research project was to understand how gender informs leadership for women leaders in higher education. Specifically, this qualitative research study examined the backgrounds and leadership experiences of multiple women administrators to better understand the communication factors that contribute to their success. Further, this study sought to examine the various and important ways that interpersonal communication dynamics affected the leadership styles of women administrators in higher education. Data from this study informs current leaders, and future leaders, about the ways in which their leadership behaviors are affected. Eight women executives from different Southern California higher education institutions were interviewed, in-person, with themes such as collaboration, exclusion, and perception being explored. The data from this research study showed how Communication Studies concepts are poignantly and inextricably bound to leadership, and multiple recommendations for future practice are offered to current leaders in order to enhance their success as leaders.
Gender Equity or Bust!
Author | : Mary Dee Wenniger |
Publisher | : John Wiley & Sons |
Total Pages | : 336 |
Release | : 2002-03-14 |
Genre | : Education |
ISBN | : 9780787959982 |
Gender battles still rage on most college and university campuses today. For eight years, Women in Higher Education has reported women's strategic advances in the academy. Its goal is to enlighten, encourage, empower, and enrage women administrators, faculty, and students in higher education.This book is a compendium of lively, hard-hitting articles from the successful newsletter. Its thematic sections blend serious commentary, research results, and practical advice with wry humor. Readers will find a broad view of recent progress as well as effective strategies from women who have changed the academy. Topics include women's leadership and management styles and strategies, valuing the self, sex and sexuality, playing politics, and much more. Filled with wisdom drawn from real-world experience, Gender Equity or Bust! illuminates what women can do to transform the culture of higher education into one that honors their values and contributions.
Comparison of Self-perceived Leadership Styles of Women in Higher Education and Non-education Management Positions
Author | : Diana L. Dean |
Publisher | : |
Total Pages | : 364 |
Release | : 1985 |
Genre | : Leadership |
ISBN | : |
The purpose of this study was to compare the self-perceived leadership styles, range and adaptability of women managers in higher education and non-education management positions. Specifically, the study sought to investigate the: (1) self-perceived leadership styles and adaptability of women managers in higher education and non-education, (2) self-perceived leadership styles and adapt ability of entry, middle, and upper level managers in higher education and non-education, (3) relationship between background and self-perceived leadership style and adapt ability, and (4) self-perceived leadership style and adaptability of the sample compared to the normed group of managers. The sample consisted of a systematically selected population of 185 women managers in higher education and 185 women managers in non-education positions. Each was mailed two questionnaires asking for biographical data and self-perceived leadership behavior data. The Leader Effectiveness and Adaptability Description developed by Hersey and Blanchard (1973) and Demographic Questionnaire developed by the researcher were used. Usable participant responses were obtained from 69 percent of the sample population. Analysis of variance was used to assess the difference between self-perceived leadership style and adaptability of groups using occupational background and using management level as independent variables. Chi-square crosstabulations were used to assess differences between groups in the sample and develop a profile of the woman manager in Oregon. Pearson Product-Moment Coefficient of Correlation was used to correlate styles and adaptability with age and years of experience. Analysis revealed a significant difference at the .05 level between managers in higher education and noneducation in Style 4 (low relationship, low task; delegating). Pearson Product Moment formula showed a correlation with age and style and with years of experience and adapt ability. Cross-tabulations indicated leadership training had an effect on management level for managers in higher education. There were no significant differences in the sample of women managers and managers in the normed group. Occupational background and leadership training significantly affected the self-perceived leadership styles of women managers. Managers in higher education indicated more formal education, formal leadership training and had more job responsibilities. Managers in non-education were generally younger, more likely to be in an entry level position, and had more responsibility for teaching. The sample population fell within the "average" range for self-perceived leadership style and adaptability with an overall style profile similar to managers in the normed group.
The Female Advantage
Author | : Sally Helgesen |
Publisher | : Crown Currency |
Total Pages | : 321 |
Release | : 2011-03-09 |
Genre | : Business & Economics |
ISBN | : 0307789594 |
Now in Currency paperback -- Sally Helgesen's classic study of female leaders and how their strategies represent a highly successful revision of male leadership styles. Sixty thousand copies in print! In her bestselling 1990 book, Sally Helgesen discovered that men and women approach work in fundamentally different ways. Many of these differences hold distinct advantages for women, who excel at running organizations that foster creativity, cooperation, and intuitive decision-making power, necessities for companies of the twenty-first century. Helgesen's findings reveal that organizations run by women do not take the form of the traditional hierarchical pyranaid, but more closely resemble a web, where leaders reach out, not down, to form an interrelating matrix built around a central purpose. The strategy of the web concentrates power at the center by drawing others closer and by creating communities where information sharing is essential. She presents her findings through unique, closely detailed accounts of four successful women business leaders -- Frances Hesselbein of Girl Scouts USA, Barbara Grogan of Western Industrial Contractors, Nancy Badore of Ford Motor Company's Executive Development Center, and Dorothy Brunson of Brunson Communications. Helgesen observes their meetings, listens to their phone calls and conferences, and reads their correspondence. Her "diary studies" document how women leaders make decisions, schedule their days, gather and disperse information, motivate others, delegate tasks, structure their companies, hire, and fire. She chronicles how their experiences as women -- wives, mothers, friends, sisters, daughters -- contribute to their leadership style.
Women in Academic Leadership
Author | : Susan J. Bracken |
Publisher | : Taylor & Francis |
Total Pages | : 174 |
Release | : 2023-07-03 |
Genre | : Education |
ISBN | : 1000978168 |
Colleges and universities benefit from diversity in their leadership roles and profess to value diversity--of thought, of experience, of person. Yet why do women remain under-represented in top academic leadership positions and in key positions along the academic career ladder?Why don’t they advance at a rate proportional to that of their male peers? How do internal and external environmental contexts still influence who enters academic leadership and who survives and thrives in those roles? Women in Academic Leadership complements its companion volumes in the Women in Academe series, provoking readers to think critically about the gendered nature of academic leadership across the spectrum of institutional types. It argues that leadership, the academy, and the nexus of academic leadership, remain gendered structures steeped in male-oriented norms and mores. Blending research and reflection, it explores the barriers and dilemmas that these structures present and the professional strategies and the personal choices women make in order to successfully surmount them. The authors pose questions about how women leaders negotiate between their public and private selves. They consider how women develop a vital sense of self-efficacy along with the essential skills and knowledge they need in order to lead effectively; how they cultivate opportunity; and how they gain legitimacy and maintain authenticity in a male-gendered arena. For those who seek to create an institutional environment conducive to equity and opportunity, this book offers insight into the pervasive barriers facing women of all colors and evidence of the need for a more complex, multi-dimensional view of leadership. For women in academe who seek to reach their professional potential and maintain authenticity, it offers encouragement and a myriad of strategies for their growth and development.
Gender Differences in Leadership Styles and Job Satisfaction
Author | : Kim Choon Liew |
Publisher | : |
Total Pages | : 272 |
Release | : 2001 |
Genre | : Educational leadership |
ISBN | : |
A Comparison of Leadership Styles and Perceptions of Four Leadership Constructs Held by Senior Community College Administrators Differentiated by Ethnicity/race and Gender
Author | : Ding-Jo Hsia Currie |
Publisher | : |
Total Pages | : 180 |
Release | : 1994 |
Genre | : College administrators |
ISBN | : |
Self Perceived Leadership Styles
Author | : June Karen Latshaw |
Publisher | : |
Total Pages | : 140 |
Release | : 1990 |
Genre | : School administrators |
ISBN | : |