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Women's Career Development: The Lived Experience of Canadian University Women PresidentsQuinlan, Colleen January 2012 (has links)
No description available.
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Creating 'space' for publication: challenges faced by women academic staff members at historically Black South African universitiesMaurtin-Cairncross, Anita January 2003 (has links)
In this study an attempt was made to explore the challenges with regard to publications experienced by academic women at three selected Historically Black Universities (HBUs). Although based predominantly within a feminist qualitative metholodogical framework, both qualitative and quantitative research methods were used in this study. Based on the findings of the study, the recommendations illustrated participants' responses. Some of the recommendations illustrated participants' expressed need of staff development with a specific focus on training in publication skills / mentoring and support networks / assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles.
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Academic women : individual considerations and structural forces in navigating academic organizationsAlmquist, Jennifer Marie 11 June 2012 (has links)
This dissertation is situated as the third work in a series on academic women. In 1964,
Jessie Bernard published Academic Women, which provided a comprehensive
assessment of the status of women in academia. Two decades later, in 1987, Angela
Simeone offered insight into attempts to achieve equity for women in higher education
in her book Academic Women: Workings Towards Equality. Now, at the next twenty-five
year interval, this dissertation continues the scholarly engagement with questions
about academic women. Drawing primarily on in-depth interviews with academic
women (n = 35), this dissertation is more than a status update. The research presented
here furthers the discussion by recognizing the limitations to the use of "academic
women" as an all-encompassing category, and it offers a more nuanced approach to
understanding their experiences in academia. Drawing on both the individual
strategies of women and the organizational structure of the university this dissertation
offers a new framework for assessing the various ways in which academic women
navigate academic organizations. Additionally, lessons and practices are featured as
recommendations and resources for both academic women and academic
organizations. / Graduation date: 2013
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Creating 'space' for publication: challenges faced by women academic staff members at historically Black South African universitiesMaurtin-Cairncross, Anita January 2003 (has links)
In this study an attempt was made to explore the challenges with regard to publications experienced by academic women at three selected Historically Black Universities (HBUs). Although based predominantly within a feminist qualitative metholodogical framework, both qualitative and quantitative research methods were used in this study. Based on the findings of the study, the recommendations illustrated participants' responses. Some of the recommendations illustrated participants' expressed need of staff development with a specific focus on training in publication skills / mentoring and support networks / assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles.
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The retention of women from a leadership perspective in a higher education institutionMoosa, Maryam 11 1900 (has links)
Women form a critical component of the workforce of South Africa. Therefore the issue of retaining women should be a strategic priority for organisations. This study focused on identifying general retention factors for women in a higher education institution. The research also examined the retention of women from two distinct leadership perspectives: how different leadership styles of managers and the presence of leadership opportunities for women could affect their retention. A cross-sectional quantitative research approach was followed. A non-probability simple random sample was drawn from permanent female staff at a higher education institution. Through the process of exploratory factor analysis, six retention factors were identified, namely unique needs, growth, recognition, work conditions, relationships and support. Correlation and regression analyses were conducted. The results indicated that various leadership constructs predicted the retention of women. Recommendations for retention strategies aimed specifically at women are suggested on the basis of these findings. / Business Management / M. Com.
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Melvene Draheim Hardee: Music Maker and Dreamer of DreamsClick, Sally Evelyn 05 April 2009 (has links)
No description available.
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Shouting from the Basement and Re-Conceptualizing Power: A Feminist Oral History of Contingent Women Faculty Activists in U.S. Higher EducationFilipan, Rhonda S. 13 May 2014 (has links)
No description available.
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Exploring the underrepresentation of women in senior leadership positions at public universities of South EthiopiaTafano Ouke Labiso 07 June 2021 (has links)
The purpose of this study was to explore the causes of underrepresentation of women in
senior leadership positions of public universities in south Ethiopia. There were few or no
women in senior leadership positions in these public universities. Therefore, these
universities could not enjoy the benefits of leadership qualities of women. To achieve the
aforementioned purpose, the vice-presidents, deans and/or directors of public universities
in south Ethiopia were involved as the target population. Four public universities:
Wachamo, Wolaita Sodo, Dilla and Hawassa were involved as research sites. Four vicepresidents
(one from each university), twelve deans and academic directors (three from
each university) who constituted a focus group of four participants from each of the four
universities, participated in the study. An exploratory multiple case study design was used
in this qualitative study.
The purposive sampling technique was used for the selection of the samples.
Unstructured interviews were conducted with the vice-presidents of the selected
universities and focus group discussions were held with college deans and directors.
Participant observation was conducted on issues related to women empowerment at
universities under study. The findings showed that women were greatly underrepresented
in senior academic leadership positions at all the selected public universities of south
Ethiopia because of various institutional, women-related, economic, socio-cultural, and
political- legal factors.
The study identified some gaps in the government’s oversight role of monitoring and
evaluating the implementation of women empowerment policies at universities prescribed
by the Federal Government including the higher education legislation. Moreover, higher
education institutions (HEIs) themselves have also failed to empower women through
different mechanisms. Therefore, it could be concluded that HEIs pay little attention to
empowerment of women. Currently, there are some initiatives meant to empower women.
However, these, seem to a reaction to pressure by the higher political authorities. It could
be concluded that women are still illiterate about their rights and are not keen to be
empowered. Negative societal attitudes and lack of attractive incentives for the leadership
positions contribute to the underrepresentation of women in senior positions.
Furthermore, a shortage of teaching staff in academe plays a negative role in this
underrepresentation.
Finally, it is recommended that the government, society, institutions, and women
themselves should step up efforts to empower women, particularly their appointment to
senior leadership positions. This is critical as they constitute half of the population of both
the institutions and the country. Finally, the study proposes a model that could be adopted
by the government, HEIs and different institutions to improve the empowerment of
women, especially their appointment to senior leadership positions in HEIs. / Educational Management and Leadership / Ph. D. (Education Management)
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Unheard Women's Voices in Swedish International Higher Education: Personalizing Trajectories of Female Postgraduate Students and MotherhoodOh, Soovin January 2023 (has links)
This study comparatively analyzes the narratives containing six international graduate student mothers’ lived experiences. Stories about intersectional identities and their transformation process through new experiences were reconstructed by the participants as storytellers. These student mothers are enrolled in international master’s programs in Sweden, who are underrepresented population in higher education research. Also, Sweden as a host country and learning setting is an under-researched location for this topic. The findings show that IGSMs (International graduate student mothers) learning and living abroad experiences include various challenges and diverse enablers. Their experiences are shaped by the host country, the institute, and the people around them. They experienced that social and cultural values embedded in the specific learning space affected their experiences, and the participants also felt it through social and cultural differences and transformation in themselves. All participants had a unique intersection of their multiple identities, and they made their strategies to deal with dilemmas and struggles. They learned new perspectives, attitudes, and lessons from interactions with other individuals, culture shock, observing differences, and through their studies and family. This study provides a chance to understand how female learners make sense of the ‘self’ and the world around them and how they transform their perspectives in international higher education settings while they face important phases in their family and academic life.
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