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The impact of community leadership education on women in the Rocky Mountain regionAldrich, Michelle D. January 2006 (has links)
Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on June 30, 2008). Includes bibliographical references (p. 88-95).
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The gender shift in pediatric dentistry : women and their leadership role /Thenard, Sharine Valentine, January 2005 (has links)
Thesis (M.S.)--Ohio State University, 2005. / Includes bibliographical references (leaves 97-100). Available online via OhioLINK's ETD Center
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Does college have a lasting influence on leadership development? a comparative study of diverse women /Mallen, Jennifer Lynne, January 2009 (has links)
Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 274-282).
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More than meets the eye? Women's leadership, women's organizations and public policy in Prince Edward Island : 1993-1996 /Bernard, Gina January 1900 (has links)
Thesis (M.A.) - Carleton University, 2002. / Includes bibliographical references (p. 101-106). Also available in electronic format on the Internet.
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Narratives of women's leadership identity development: an assessment of senior-level information technology (IT) leaders following participation in a women-only training programVinas, Keila L. 13 March 2017 (has links)
Despite having made significant strides in the overall labor market, women continue to lag behind men at the senior and executive C-suite levels. The gap is even more striking in organizations within the fields of Science, Technology, Engineering, and Math (STEM). Although women-only leadership trainings have gained recent popularity as a strategy to address this, scholarship on the efficacy of such programs is still fairly scant. This study aimed to fill this gap in the research by looking into how graduates of such a program used the tools and knowledge gained during the training, to determine if and how it has impacted, in their view, their identity as leaders.
Eighteen senior-level Information Technology (IT) leaders, graduates of the same in-house women-only leadership program were interviewed using a narrative inquiry approach. Data gathered during the interviews revealed which strategies participants put into practice, how they applied them, as well as the perceived outcomes that they derived. The narratives revealed women’s perspective of their leadership trajectory and their understanding of the training’s impact.
Interviews were analyzed using content and thematic coding. Analysis of the participants’ accounts pointed to the training’s ability to facilitate leadership identity development through the following means: (1) the promotion of practical skills, (2) increased self-awareness and realization of others’ perceptions, (3) feeling a sense of belonging and connectedness, and (4) feeling recognized and empowered. It was also clear that context plays a significant role on the impact that the training can have. Three themes related to this emerged; (1) the availability of advocates, (2) executive visibility, and (3) fit with the organization’s leadership culture and ability to lead authentically. Participants’ stories also revealed the ways in which the training affected their ability to deal with a male-dominated organization, which ultimately depended on how much of an effect they believed that being a woman has on their workplace experience.
Findings suggest that women-only leadership trainings can have a positive impact on senior-level leaders’ leadership identity, yet careful consideration must be paid to the contextual factors identified. Findings also provided concrete evidence pointing to the perceived effectiveness of specific program components.
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Women in management : a comparative study of the public (education) and private (banking) sectors in Durban.Bob, Roshini. January 2005 (has links)
This study utilises a multi-conceptual framework to critically and comparatively examine central issues and concerns relating to women in management generally and more specifically in the public and private sectors. The case studies of the banking and education sectors in the Durban area form the focus of this effort. Specifically, the main aspects of the primary research undertaken pertain to: perceptions of employees (both at management and non-managerial staff levels) in the banking and education sectors towards women in management; an appraisal from a management perspective, of existing policies and programmes aimed at eliminating gender discriminatory practices within the private and the public sectors; an examination of the impact that gender equity practices has on human resource planning, especially at the management level, in the private and public sectors; and an assessment of training and support programmes in place to assist women managers. Questionnaire surveys were undertaken with 50 female managers from each sector, 25 male managers from each sector and 25 non-managerial staff from each sector. Therefore, in total 200 interviews were conducted. Additionally, participatory focus group discussions were conducted with groups of both female and male managers and non-managers. The study reveals that women form an integral part of human resources in the banking and education sectors. For several decades women have entered jobs in these sectors and many women have moved up to managerial levels. However, most of these positions remain at lower and middle-management levels. Additionally, there are several problems that women in management experience. The main conclusion is that there are no notable and significant differences between women in management in the public and private sectors. This reinforces ILO's (1998) position that the challenges faced by women in management are ongoing and widespread. Problems facing women in management are complex and multidimensional. There are numerous factors that contribute to existing trends and explain the poor participation and performance of women in leadership positions. No single strategy or initiative can address the challenges faced by women in management and increase women's presence in leadership positions in both the public and private sectors. It is therefore imperative that issues pertaining to women in management be addressed from a range of perspectives: policy aspects, raising awareness of key considerations, improving skills and competencies of women (especially creating conditions and opportunities for development and capacity building), changing institutional and corporate structures and procedures as well as changing attitudes of men and women towards women in management and leadership positions. In essence, it is necessary to create a more enabling, women-friendly environment. / Thesis (PhD)-University of KwaZulu-Natal, 2005.
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Gifted women in the church a seminar to train women for leadership in the church /Schmidt, William C. January 1989 (has links)
Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1989. / Includes bibliographical references (leaves 479-491).
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Black women's leadership : indigenous knowledges for empowerment /Johncilla, Marilyn Patricia, January 2006 (has links)
Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2433. Includes bibliographical references (leaves 295-313).
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Leadership, power and collaboration understanding women educational leaders' experiences through a feminist lens /Nakama, Debra Aguinaldo January 2005 (has links)
Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 189-206).
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Gender, leadership and public relationsJanus, Jacqueline M. January 2008 (has links)
Thesis (M.A.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Vita. Includes bibliographical references.
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