You cannot be what you cannot see: Supporting women’s leadership development in higher education.

Dagen, Allison Swan; DeFrank-Cole, Lisa; Glance, Christina; Lockman, Julie A.

doi:10.1037/cpb0000207

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…Encompassing faculty, staff, and administrators, the WLI provides various leadership development opportunities to a membership of over 400 women at a large, land grant, doctoral-granting institution in the eastern United States with an R1 (highest research) Carnegie Classification. The WLI Leadership Development Framework (Dagen et al, 2022) outlines how the organization supports women's leadership development through intentional programming around three specific leadership components: leadership education, leadership training, and leadership networking.…”

Section: Purposementioning

confidence: 99%

Effectiveness of a Strengths-Based Leadership Coaching Program for Women

Lockman¹,

Petrone²,

Luzynski³

et al. 2022

Journal of Leadership Education

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Strengths-based coaching has emerged in past decades as an asset-based approach that can help individuals identify, harness, and leverage their strengths to achieve professional and personal goals. This paper shares the design and outcomes of a year-long strengths-based coaching program to support leadership development within the context of one university's women's leadership initiative.Program outcomes and changes in participants' perceived confidence in identifying and applying their strengths in different contexts were evaluated through an online survey using a Likert-based REDCap survey tool after participation in the program. Findings strongly suggest that most participants lacked the self-confidence and/or self-awareness to recognize their own strengths in a granular way prior to the program. Themes that emerged in the survey findings point to the following program outcomes: participants gained an increased ability to identify and value one's own leadership strengths, an increased ability to recognize and value the strengths of others, and a supportive community of women leaders to share experiences and reflect on the application of their strengths as part of their leadership journey.Further studies are needed to understand and measure how a program such as this can impact one's leader identity, self-awareness, and self-confidence. Given the critical need for women's leadership opportunities, this program shows promise as a means to strengthen women's leadership across career stages and disciplines.

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Section: Purposementioning

confidence: 99%

Effectiveness of a Strengths-Based Leadership Coaching Program for Women

Lockman¹,

Petrone²,

Luzynski³

et al. 2022

Journal of Leadership Education

View full text Add to dashboard Cite

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The Death of the Girlboss: Critical Feminist Epistemology and Implications for Human Resource Development

Cavallo,

Collins

2023

New Horizons in Adult Education and Human Resource Development

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Since their entrance into the workforce, millennial women have had to navigate the workplace and professional life differently than previous generations. In order to navigate challenges within the professional space effectively, some professional millennial women adopted a mentality that has come to be known as the girlboss, which emerged as a dominant archetype in both professional spaces and the broader cultural landscape and inherently propagated white feminism. The purpose of this paper is to utilize critical feminist epistemology to critique the idea of the girlboss with the intent to open the possibility for more inclusive conversations about gender, sexuality, race, power, intersectionality, and work. This paper concludes with a discussion that includes implications for HRD research and practice.

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Women and Leadership in Transnational Higher Education

Feng

2024

Developments and Future Trends in Transnational Higher Education Leadership

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This chapter investigates the crucial issue of gender representation in leadership within transnational higher education institutions. It presents an analysis of theoretical perspectives on women leaders and investigates the impacts that women leaders bring to the leadership roles by illustrating how the unique perspectives and contributions from women leaders foster global citizenship among students and promote inclusive leadership practices. The chapter then highlights that, despite the advantages of women's leadership and the progress achieved, women continue to face challenges as they move to the leadership roles. Therefore, the chapter further explores the various strategies and initiatives developed to promote gender equity and empower women in leadership roles. It emphasises the need for a supportive environment and highlights the key role various stakeholders play in driving this change, thereby empowering women in leadership roles within transnational higher education.

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You cannot be what you cannot see: Supporting women’s leadership development in higher education.

Cited by 3 publications

References 6 publications

Effectiveness of a Strengths-Based Leadership Coaching Program for Women

Effectiveness of a Strengths-Based Leadership Coaching Program for Women

The Death of the Girlboss: Critical Feminist Epistemology and Implications for Human Resource Development

Women and Leadership in Transnational Higher Education

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