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Book part
Publication date: 30 October 2023

Kymia Love Jackson

Women who are the primary caretaker of the home, as a choice or as a necessity, have to negotiate an effective work-life balance and many times, the need to take care of their…

Abstract

Women who are the primary caretaker of the home, as a choice or as a necessity, have to negotiate an effective work-life balance and many times, the need to take care of their home results in lost opportunities for career development and advancement (Maki, 2015). For most, the opportunity to capitalize on the missed opportunities will occur after childbearing years (Maki, 2015). This study reconstructed the advancement to executive leadership of women who were employed at four-year, public universities using narrative inquiry and guided by the conceptual framework of social cognitive theory (Andrews, Squire, & Tamboukou, 2013; Bandura, 1989). In this study, six women in higher education were interviewed to discuss work-life balance as it pertains to being an executive leader of a four-year public institution. The participants of this study pinpointed family and work-life balance as important factors for their decision-making process. Balancing work and life can be challenging when you are a person in a leadership position and the degree of difficulty increases when children and family are included. Many women believe that they must choose between their careers and their family. Women postponing their careers for their spouses may not seem abnormal because there tends to be an expectation that male's advancement is prioritized over the woman's (Parker, 2015). As more women are taking on leadership roles, the idea and evolution of establishing and maintaining a strategy for work-life balance becomes a very integral topic and one that needs continuous exploration.

Details

Leadership in Turbulent Times
Type: Book
ISBN: 978-1-83753-494-4

Keywords

Article
Publication date: 4 December 2023

Emilia Stavrou and Antonios Kafa

The purpose of this paper is to investigate school principals' leadership styles in Cyprus in relation to students' support for special education needs within the context of…

Abstract

Purpose

The purpose of this paper is to investigate school principals' leadership styles in Cyprus in relation to students' support for special education needs within the context of inclusive education.

Design/methodology/approach

The original type of evidence was qualitative empirical research through the examination of four case studies in school organizations with a high number of students with special education needs. Using the interview protocol, data on school principals' leadership styles were collected from school principals and teachers. The empirical development theory method was used to analyze the data.

Findings

The findings suggest that in the respective school organizations, a combination of all leadership styles can support the desired outcomes of students with special education needs, thereby promoting the inclusive education aspect in school organizations. However, there was a preference for the entrepreneurial leadership style, which connects the external leadership dimension with school principalship.

Originality/value

These findings could assist in shaping a specific educational policy that includes professional development for school principals in entrepreneurship in order to support students with special education needs. Furthermore, the results could be compared to those in other contexts where school principals' leadership styles and practices are promoted in relation to the support of students with special education needs.

Details

International Journal of Educational Management, vol. 38 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 19 July 2023

Meghan J. Pifer, Tenisha L. Tevis and Vicki L. Baker

The purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people…

Abstract

Purpose

The purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people for leadership roles in postsecondary institutions within the USA. At colleges and universities, there is an interest in ensuring diverse leadership teams and welcoming campus environments. Yet, the research demonstrates challenges for and underrepresentation among higher education leaders. One point of intervention is doctoral programs in higher education and related fields, given the professional socialization, identity formation and knowledge acquisition that occurs through the doctoral journey.

Design/methodology/approach

By conducting interviews with women who hold doctorates in the field of higher education and who took on new leadership roles at postsecondary institutions in the USA during the global health pandemic, the authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development.

Findings

The authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Based on those findings, the authors offer initial propositions about how doctoral programs might support the development of equity-minded leaders in higher education, which should be tested and refined through further research, theory development and application to practice.

Originality/value

This paper contributes by providing a focus on the ways in which doctoral programs can equitably train and develop equity-minded leaders for a range of career goals including but not limited to academic appointments in higher education.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 13 March 2024

Ntokozo Dennis Ndwandwe

This research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.

Abstract

Purpose

This research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.

Design/methodology/approach

This study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.

Findings

Findings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.

Research limitations/implications

First, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.

Originality/value

Studies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Abstract

Details

Redefining Educational Leadership in Central Asia
Type: Book
ISBN: 978-1-83797-391-0

Content available
Book part
Publication date: 30 November 2023

Cameron Hauseman

Abstract

Details

The Emotional Life of School-Level Leaders
Type: Book
ISBN: 978-1-83753-137-0

Abstract

Details

Redefining Educational Leadership in Central Asia
Type: Book
ISBN: 978-1-83797-391-0

Book part
Publication date: 16 October 2023

Birgit Schreiber and Denise Zinn

Change in higher education across the globe is taking place at an unprecedented pace. Various groups, especially women, are impacted differently by these changes. Women remain…

Abstract

Change in higher education across the globe is taking place at an unprecedented pace. Various groups, especially women, are impacted differently by these changes. Women remain underrepresented in leadership at universities across the globe, and South African higher education is no different. For women to take up senior leadership roles more potently in universities, particularly in the Global South, it is essential that they not only cope with and compete in the patriarchal systems that characterize this sector but are also emboldened to contribute to changing patriarchal hegemony. There are shifts needed in prevailing management styles and leadership discourses toward a pluralistic and inclusive culture, where transformational and equitable leadership cultures become the norm and praxis. Given this context, we assessed the needs of women leaders in the South African higher education sector and designed a program to help shift their experience of themselves and their contexts. This chapter discusses this national executive development program – the Women in Leadership (WiL) program – which was developed and implemented with the aim to advance gender equality and inclusivity in higher education leadership in South Africa. This program aimed to embolden the women leaders in their ability to recognize, address, and impact barriers to gender equality.

Details

Inclusive Leadership: Equity and Belonging in Our Communities
Type: Book
ISBN: 978-1-83797-438-2

Keywords

Book part
Publication date: 30 October 2023

Sequetta F. Sweet

This chapter proposes a sustainable trajectory for leadership and diversity, equity, and inclusion (DEI) organizational change in higher education. Leadership practices and…

Abstract

This chapter proposes a sustainable trajectory for leadership and diversity, equity, and inclusion (DEI) organizational change in higher education. Leadership practices and strategies necessary to construct and implement change and cultivate diverse, equitable, and inclusive educational environments are deliberated, with particular emphasis on transformational leadership theories and practices. These types of organization development practices produce concrete transformation in institutions that have long-established, inert, and deeply entrenched cultures in which discriminatory or even racist practices have been deeply embedded and accepted over time. The complex dynamics of transformation in higher education, brought on, in part, by the rigidity of its organizational structure coupled with its history and foundation in racism and racist practices, makes achieving sustainable change difficult in higher education. Transformational change requires the creation of new mental models through meaning making and perspective sharing that allow individuals in higher education to think differently about how higher education institutions should operate given the rapid shifts in our society. Organizational change leaders must engage in deep, purposeful, and critical reflection and examination of the organization's culture to lay the groundwork for significant change. The chapter explores topics such as leading change through transformational leadership and the styles, practices, and capabilities associated with it, leadership development, strategic diversity leadership, and the Chief Diversity Officer (CDO) as change leader in higher education. The internal and external environmental trends demanding substantive change in higher education continue to intensify over time. The demand for pervasive transformation in higher education is resounding, and institutional leaders must be open to and even drive new and innovative approaches to shifting its very core – its DNA, its culture – to meet those demands.

Open Access
Article
Publication date: 21 March 2024

Sarah Holden and Jackie Bruce

This integrative literature review aims to explore themes within higher education that may be applicable to leadership education including: descriptions of trauma, trauma-informed…

Abstract

Purpose

This integrative literature review aims to explore themes within higher education that may be applicable to leadership education including: descriptions of trauma, trauma-informed practices and trauma-informed practitioners.

Design/methodology/approach

Integrative, systematic literature review.

Findings

The results suggest that trauma and trauma-informed practices may have a place in leadership education pedagogy.

Originality/value

There is no work being done in trauma informed practice in leadership education. This study provides future direction for both research and practice.

Details

Journal of Leadership Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1552-9045

Keywords

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