According to the National Center for Education Statistics, 125,485 Black women earned a bachelor’s degree in 2019 in comparison to 70,909 in 1999. As the number of Black women on college campuses have increased, the number of Black women in senior leadership roles have remained stagnant. It is important for higher education institutions to find ways to increase the number of Black women in senior leadership roles because diverse staff and faculty not only increases students’ success but the institutions’ success. One of the ways in which colleges and universities can support the career advancement of Black women is to support mentorship for Black women. The purpose of this basic qualitative study guided by Black feminist thought was to examine effective methods of mentoring that facilitate the career advancement of Black women who aspire to senior leadership roles in colleges and universities. Through semi-structured interviews, five Black women senior leaders who work in public or private colleges and universities throughout the United States shared their lived experiences with mentorship, effective methods of mentoring, and what resources they felt higher education institutions could provide to help facilitate the career advancement of Black women. The five findings identified in this study were: institutional support, types of mentors, infusion of Black Girl Magic, the mentoring experience and the development of mentoring relationships. These findings provide institutions of higher education with ways to support Black women through mentorship programs designed specifically for Black women and ways to intentionally recruit and hire more Black women. This study will contribute to current scholarship by identifying key mentoring strategies colleges and universities can implement to support aspiring Black women leaders in higher education.

The focus of this study is a comparison of the perceptions and expectations of the leadership role and function of the department chairpersons in the faculty of education by the respective department chairpersons, deans, and all faculty members from each of the six public teacher colleges in Bangkok, Thailand. In conclusion, role conflict between the department chairpersons can be reduced if the department chairpersons concentrate on the expectations of faculty members. The department chairpersons need to reevaluate their leader behavior in relation to both deans and faculty members in order to fulfill the organizational goals and personal needs.

"The relevance of social and economic rights to societal welfare and well-being need not be overemphasised. The quality of life enjoyed by the citizenry is directly related to the level of enjoyment of social and economic rights in any particular country. However, the enjoyment of social and economic rights is, in turn, largely predicated on the manner in which national resources are managed and directed towards obligations raised by social and economic rights. It is axiomatic, therefore, to devise a framework that ensures that managers of public resources operate within an environment where their actions in relation to the management of national resources are governed by transparency and accountability. In the light of the above, this study explores the relationship that exist between the social trust concept and leadership roles, particularly in as far as duty bearer accountability for social and economic rights is concerned. The study argues that social trust based devices can be used to enhance duty bearer accountability in relation to social and economic rights and that such increased duty bearer accountability will automatically serve to better the welfare of the citizenry. The viability of recognising and enforcing social trust based accountability mechanisms is highlighted by exploring its relevance to Malawi and Uganda. The crux of the study is that public functionaries must always be amenable to censure by the citizenry if diligence is to be infused in the performance of their duties and the social trust concept offers adept mechansisms for achieving this." -- Abstract. This study consists of five chapters. Chapter one provides the context and foundation of the study. Chapter two is devoted to explaining the nature and scope of the social trust concept and how it can validly, if at all, be extended into the public law realm. Chapter two also expounds on some basic concepts employed in the study. Chapter three is aimed at providing and understanding of leadership roles and explaining their relevance to social economic rights. Briefly put, chapter three explores the interface between social economic rights and social trust based leadership roles. Chapter four discusses the benefits of revitalising a social trust based conception of leadership roles particularly by highlighting why Malawi and Uganda need social trust based leadership roles. The chapter also outlines how the benefits of a revitalised duty bearer accountability can be realised. Chapter five will present the study's conclusions and recommendations." -- Introduction. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2005. / Prepared under the supervision of Dr. Ben Twinomugisha at the Faculty of Law, Makerere University, Uganda / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

Reforms that have taken place in the South African education system since 1994 have led to changes in terms of how learning areas are taught in schools. There have been changes regarding the teaching of physical development activities in schools in recent years. Physical education as a subject was infused within life orientation (LO) as a learning area with physical development activities as one of the outcomes. The time to teach physical development activities has been reduced as other learning outcomes within LO have to be taught. This has led to situations where the teaching of physical development activities is undermined in many schools. Pressure to perform well in learning areas such as mathematics and literacy makes educators to devote less time on the teaching of physical development activities. To a larger extent, financial resources on the other hand, are being directed to other learning areas due to pressure to conform to international education standards. There is a need for school leaders to respond to new conditions of teaching. This research project deals with the leadership practices of heads of department (HODs) in the implementation of physical development activities. The study aims to investigate how HODs lead and manage the educators who teach physical development activities. Among other things, the study will focus on the HODs‟ leadership styles relevant to the teaching of physical development activities. The study will also look at challenges they experience in their departments, training needs and how they keep balance between teaching and monitoring educators who teach physical development activities. The researcher used qualitative research approach to collect information for the study. Semi-structured interviews were conducted with two HODs and four educators in two primary schools. The findings indicate that lack of experience and specialisation in the teaching of physical development activities has an influence on the HODs leadership style. More support is needed in the teaching of physical development activities in order to boost the confidence of those who are teaching this part of the learning area. Deployment of staff members to the relevant positions is one of the priority areas. An implication for schools, particularly HODs and school management teams is that the teaching of physical development activities is as important as the teaching of other learning areas. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

Organisationsvärlden har under flera år stått inför utmaningen att anpassa sig efter den ökade digitaliseringen som sker i samhället, men när COVID-19 pandemin började sprida sig i världen i början av år 2020 fick många oförberedda företag ändra sina rutiner drastiskt. Studien syftar till att undersöka om och hur ledarskapssrollerna i kreativa team förändras av ett skifte från fysisk till virtuell arbetsmiljö. För att kunna besvara studiens frågeställning har en kvalitativ metod i form av fysiska intervjuer, intervjuer via videosamtal samt intervjuer via mejl använts. Totalt medverkade 12 respondenter på två olika företag, varav fyra av respondenterna hade olika ledarbefattningar och resterande var medarbetare med kreativa roller. Den insamlade datan har transkriberats och analyserats med hjälp av en innehållsanalys. Denna innehållsanalys resulterade i sex olika kategorier; ledarskap, kommunikation, gruppdynamik, motivation, produktivitet och kreativitet. Resultatet visade att ledarna på flera sätt anpassat sina ledarskapsroller efter skiftet från en fysisk till en virtuell arbetsmiljö men även att medarbetarna behövt anpassa sig på olika sätt. Ett virtuellt ledarskap kräver enligt studien mer struktur, tydlighet och medvetenhet än ett fysiskt ledarskap, samtidigt som medarbetarna också fått ett ökat ansvar och självledarskap. Medarbetarna kunde exempelvis i högre grad ses själva planera och överse det dagliga arbetet, samt ta mer egna initiativ till kommunikation och problemlösning. / For many years, organizations have tried to adapt to the increasing digitalization in the world. However, when the COVID-19 pandemic began to spread around the world in the beginning of 2020, many unprepared companies had to change their routines drastically. The purpose of this study is to examine whether and how leadership roles in creative teams are affected by a shift from a physical to a virtual work environment. In order to answer the research question a qualitative method with physical interviews, video interviews and interviews through email has been used. A total of 12 respondents participated from two different companies. Four of the respondents had management positions and the remaining were co-workers with creative roles. The collected data has been transcribed and analyzed using a content analysis method. This content analysis method resulted in six different categories; leadership, communication, group dynamics, motivation, productivity and creativity. The findings suggest that the leaders have adapted their leadership roles in several different ways since the shift from a physical to a virtual workplace, and that the co-workers’ roles also have been affected. Based on the results, a virtual leadership seems to require more structure, explicitness and awareness than a physical leadership. The co-workers were also given more responsibility and an increased self- leadership. They planned and reviewed their own daily work, as well as took more initiative when it came to communication and problem solving.

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Den här studien syftar på att undersöka huruvida innehållet i jobbannonser för chefspositioner från offentlig och privat sektor visar tecken på begränsningar samt diskriminering eller mångfald och inkludering. Arbetet är baserat på en kvalitativ analys av innehållet i 55 olika jobbannonser för chefspositioner både i offentlig och privat sektor. Syftet med undersökningen har varit att belysa vilka utmaningar och möjligheter upplevs av utrikesfödda akademiker som ansöker till chefspositioner i Sverige, med hjälp av tidigare forskning inom området och en teoretisk referensram som består av Ackers ojämlikhetssystem (2006), Elias och Scotsons teori om etablerade och outsiders (1999), teorier om diskriminering som lyftes fram av Phelps (1972) och Arrow (1973) samt Becker (1971). Studiens resultat visar att det förekommer både möjligheter och hinder som drabbar utrikesfödda akademiker på den svenska arbetsmarknaden. Möjligheterna återfinns framför allt i jobbannonser som tillhör den offentliga sektorn, medan begränsningarna förekommer i stor utsträckning i båda sektorer, dock oftare i den offentliga. / The present study aims to research whether the content of job ads for leadership positions from the public and the private sector include signs of limitations and discrimination or diversity and inclusion. The research is based on a qualitative analysis of the content in 55 different job ads for leadership positions from both the public and private sectors. The purpose of the study is to showcase the difficulties and the opportunities that foreign born academics are confronted with when applying to leadership roles in Sweden. The theoretical framework consists of Ackers theory of inequality regimes (2006), Elias and Scotsons theory of the established and the outsiders (1999), theories regarding discrimination put forward by Phelps (1972), Arrow (1973) and Becker (1971), as well as previous research in the field of diversity and discrimination. The results show that there are both opportunities and limitations that affect foreign born academics that compete on the Swedish labour market. The opportunities are mostly found in job ads that relate to the public sector, while the limitations are prevalent in both sectors, though they are nevertheless more frequent in the public sector.

The academic information service enterprise should continuously react to the rapidly changing environment in which it functions. The theoretical research pertaining to the study has shown that such enterprises which embark on re-engineering because radical change is required, should be knowledgeable in terms of what the change entails, why it is important to change and how the change takes place through re-engineering, organisational design and an innovative leadership framework. In order to ensure efficiency within its operations while focusing on its own sustainability, the enterprise should establish leadership roles which involve all staff in leadership on a daily basis. The empirical research focused on the attitudes of staff towards such a leadership driven enterprise. Results revealed that factors such as whether staff participated in re-engineering, their engagement with re-engineering proposals, their work experience and their language have a significant impact on the attitudes of staff towards an innovative leadership framework. / Information Science / M. A. (Information Science)

The academic information service enterprise should continuously react to the rapidly changing environment in which it functions. The theoretical research pertaining to the study has shown that such enterprises which embark on re-engineering because radical change is required, should be knowledgeable in terms of what the change entails, why it is important to change and how the change takes place through re-engineering, organisational design and an innovative leadership framework. In order to ensure efficiency within its operations while focusing on its own sustainability, the enterprise should establish leadership roles which involve all staff in leadership on a daily basis. The empirical research focused on the attitudes of staff towards such a leadership driven enterprise. Results revealed that factors such as whether staff participated in re-engineering, their engagement with re-engineering proposals, their work experience and their language have a significant impact on the attitudes of staff towards an innovative leadership framework. / Information Science / M. A. (Information Science)

This thesis draws on a case study research method conducted to identify the challenges of school leadership and to investigate the opportunities of instructional leadership practices via a distributive approach for secondary school principals in Haramaya District of Oromia region, Ethiopia. This qualitative research approach allows for obtaining detailed information from the participants for the issue under study. The participants of the study were five secondary school principals, 25 secondary school management members and five Haramaya District Education Office experts. Totally 35 participants were the subjects of the study. The data collected from the participants were analysed using a thematic analysis by employing the necessary steps of qualitative data analysis. Therefore, the study identified that school principals do not give equal emphasis for some of the instructional leadership roles and distribute instructional leadership roles based on a traditional ways rather than using a theme approach. The support provided to school principals from stakeholders to strengthen their instructional leadership practices using a distributive approach is also low. In addition, lack of knowledge and skill of principals to understand the recent school leadership theories and a distributive approach make principals not to practice instructional leadership via a distributive approach effectively and efficiently. Moreover, low commitment of stakeholders to take instructional leadership roles and activities, lack of adequate support from stakeholders to principals and lack of instructional materials and qualified personnel were the major challenges of principals in practicing instructional leadership via a distributive approach. Finally, the researcher recommended that school principals, Haramaya District Education Office and East Hararghe Zone Education Desk should work collaboratively to formulate and communicate a school vision, to use technology for assisting learning and strengthen CPD programme based on need assessment. Moreover, school principals should work on the approach of distributive leadership on a team base to use the various knowledge, skill, expertise and experience of stakeholders. Teachers, students, parents, community, educational authorities at different levels, GO and NGOs should distribute instructional leadership roles and activities to support principals. Haramaya District Education Office and East Hararghe Zone Education Desk in collaboration with NGOs should prepare up-to-date training and strengthen school-community relationships. / Educational Management and Leadership / D. Ed. (Education Management)