Experiences and outcomes of a women’s leadershipdevelopment program: A phenomenological investigation

Brue, Krystal L.; Brue, Shawn A.

doi:10.12806/v15/i3/r2

Cited by 19 publications

(27 citation statements)

References 60 publications

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“…The participants from the treatment group were also concerned with the clarity of the leadership program's mission, vision, objectives, and enforcing values, supporting the results of Allio (2005) and Trinidad and Normore (2005). Additionally, Krystal and Brue (2016) highlighted that providing experiential learning and network development are essential for leadership program success. The results also agreed with Debebe (2011) who asserted that learning from the shared experiences of female leaders in a safe environment to internalize confidence for successful leaders is an important factor for leadership programs success.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, administrative creativity is greatly influenced by psychological empowerment for academic female leaders. Likewise, Krystal and Brue (2016) conducted a study using the phenomenological method to explore the experiences of 7 alumni of a "women's-only" leadership program. Through semi-structured interviews, the authors found that the learning elements were the most beneficial in enhancing individuals' leadership role.…”

Section: Barriers To Leadershipmentioning

confidence: 99%

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Exploring Employed Women’s Perceptions of Leadership in the Light of a Leadership Program in Saudi Arabia

Alfaraidy

2021

JESR

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The present research paper aims at exploring the expectations and perceptions of leadership among Saudi employed women who accomplished a leadership development program “Qiyadat” offered by MiSK Foundation. The author designed a questionnaire of eight domains to examine the participants’ perceptions of the leadership program content, required leadership competencies, leadership challenges, support, program success requirement, as well as understanding and implementing the Saudi Vision 2030. The sample consisted of 60 employed women who have attended a leadership development program offered by Misk Foundation in the academic year 2019/2020. Following a descriptive-analytical research design, the author administered the instrument to collect data and discuss the results. The results showed that the participants have high perceptions of leadership due to the leadership development program offered by Misk Foundation. Additionally, there was a positive correlation between the participants’ perceptions of leadership and the seven variables of the questionnaire (i.e., the leadership program content, leadership competencies, leadership challenges, sources of support, program success requirements, understanding Saudi Vision 2030, and execution of Saudi Vision 2030). There were no statistically significant differences between the participants in their perceptions of leadership in the light of the women’s leadership program offered by Misk Foundation according to the years of experience. Thus, it is highly recommended that public and private sectors support women in the development of leadership, address their needs, and overcome challenges facing their empowerment and gender equity. Received: 16 December 2020 / Accepted: 8 February 2021 / Published: 5 March 2021

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Section: Discussionmentioning

confidence: 99%

Section: Barriers To Leadershipmentioning

confidence: 99%

Exploring Employed Women’s Perceptions of Leadership in the Light of a Leadership Program in Saudi Arabia

Alfaraidy

2021

JESR

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“…Leadership learning has been shown to transfer from leadership development training for working professionals into the work environment (Brue & Brue, 2016;Coloma et al, 2012;Patton et al, 2103), and some evidence exists that leadership learning can effectively transfer from a structured undergraduate leadership program into the workplace (Mitchell & Daugherty, 2019;Soesbe, 2012 learning displayed results in which students learned more about themselves or became more confident as leaders (Bond & Sterrett, 2014;Chesnut & Tran-Johnson, 2013;Eich, 2008;Soesbe, 2012). Alumni of an undergraduate leadership program at a liberal arts institution believed the strengths assessment and other similar assessments led to greater selfawareness and a better understanding of the way they lead others (Soesbe, 2012).…”

Section: Discussionmentioning

confidence: 99%

Exploring Alumni Valuation of an Undergraduate Leadership Program

Egan¹,

McBrayer²,

Tolman³

et al. 2020

Journal of Leadership Education

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Limited research exists that assesses the transfer of leadership learning from an undergraduate leadership program into alumni work environments. This study explored alumni' valuation of an undergraduate leadership program by gaining an understanding of what leadership learning and leadership behaviors transferred into work environments. The participants were alumni that graduated from the same university in the southeastern United States, and while enrolled completed a four-year, co-curricular leadership program. Eight participant alumni engaged in semi-structured interviews as well as completed the Leadership Practices Inventory. The findings indicated that specific leadership learning did effectively transfer to work environments, and program alumni were frequently engaged in the Five Practices of Exemplary Leadership at work to some degree. When developing leadership programs, practitioners may consider incorporating similar programmatic attributes and leadership learning deemed valuable by program alumni.

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“…A Structuralists perspective assumes that social pressures and expectations provide a normative regulation of roles; this type of role taking asks persons to internalize the systems of behaviors typically prescribed for that role (Ebaugh, 1988;Nye, 1976). Previous studies (Brue & Brue, 2016;Ely et al, 2011;Ely & Meyerson, 2000;Gherardi & Poggio, 2001) provide insight into the experiences of emerging woman leaders regarding this structural role taking process during and after WOLD program participation.…”

Section: Role Assumptionmentioning

confidence: 99%

Leadership Role Identity Construction in Women’s Leadership Development Programs

Brue¹,

Brue²

2018

Journal of Leadership Education

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Vision has long been a quality and characteristic defining leadership. To cultivate vision among undergraduate students in a course, the United Nations' Sustainable Development Goals are utilized as a foundation to inspire a vision that connects local service and personal interests to global, complex issues. Students select a goal to work with for various projects throughout their courses in a program, culminating with the selection of a goal to build a vision around for future contribution as leaders in our world. Student feedback indicated a positive impact of the SDGs on the awareness of global issues and the active role each can play at the local level for progress to continue moving forward.

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Experiences and outcomes of a women’s leadershipdevelopment program: A phenomenological investigation

Cited by 19 publications

References 60 publications

Exploring Employed Women’s Perceptions of Leadership in the Light of a Leadership Program in Saudi Arabia

Exploring Employed Women’s Perceptions of Leadership in the Light of a Leadership Program in Saudi Arabia

Exploring Alumni Valuation of an Undergraduate Leadership Program

Leadership Role Identity Construction in Women’s Leadership Development Programs

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