Women at work have long accepted how societal norms and cultural expectations impacted their at‐work behaviour. Despite the fact that no one model has ever universally established a benchmark for women’s leadership, women attempted to become what they perceived others wanted them to be. Between aspiring to achieve ideal worker status and enacting a style somewhere between the stereotypical connotations of agentic and communal behaviours, women leaders expended a great deal of emotional labour to find the perfect balance. Today, the COVID‐19 pandemic has created a new, potentially untenable, challenge: to identify what working women are evaluated against to achieve excellence. This article shares a perspective of how women leaders have been evaluated during tumultuous times using historical research and examples. Based upon our findings, it appears that the communal leadership style most women are thought to naturally display may be an advantage.
Background: Experiential learning is a common instructional method for Homeland Security and Emergency Management (HSEM) education. Purpose: The purpose of this research was to pilot the use of the experiential learning survey (ELS) tool in determining student perceptions of the value and contribution of experiential learning methods in HSEM higher education. Methodology/Approach: The descriptive quantitative study used a census sampling strategy, administering the ELS to students in a graduate HSEM capstone course incorporating experiential opportunities. Findings/Conclusions: Students reported a high level of satisfaction and engagement with the course’s experiential education in part due to its applicability to real-world professional concerns. This included high scores for measures of effectiveness within the ELS subscales. Building on the development and application of the ELS to other fields, the subscales and global scale had good reliability for this study. Implications: This first application of ELS in HSEM education provides insight into student perceptions toward experiential learning practices, and as a tool for evaluating these approaches to HSEM higher education. This pilot supports the ELS as a potential tool in developing research-based practices for instructional development and curriculum evaluations in disciplines incorporating experiential learning.
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