Män besitter de flesta ledarskapsrollerna och har gjort det sedan länge. På grund av att så mycket som 96% av de högst avlönade ledarrollerna tillhört män inom de flesta sektorer har också ledarskap främst betraktats som ett manligt yrke (Eagly & Karau, 2002:573). Detta har lett till att definitioner av ledarskap återspeglar manliga egenskaper (agentic-egenskaper), såsom dominans och aggressivitet. Kvinnliga egenskaper, såsom att vara hjälpsam och förstående, är uppskattade hos en ledare, men det är inte alltid de kvinnliga egenskaperna räcker till. När kvinnor intar en ledarroll och utstrålar typiska ledaregenskaper, alltså manliga egenskaper, kan det lätt ske att kvinnan inte mottas väl och att fördomar gentemot kvinnliga ledare uppstår. Det kan bero på att typiska manliga ledaregenskaper är långt ifrån de egenskaper en kvinna förväntas ha, vilket kan förklaras utifrån role congruity theory. Eftersom ledarskap sällan i teoretiska sammanhang porträtterar kvinnor, och kvinnor inte bemöts lika väl som män när de besitter en ledarroll kan det tänkas att kvinnor med tiden inte upplever att de är lämpade för ledarroller. Hur kvinnor ser på sig själva som ledare var därför intressant för oss att studera. Dessa tankar ledde oss till problemformuleringen “Hur ser kvinnor på sig själva som ledare och vilka likheter och skillnader kan vi se mellan kvinnors och mäns syn på sig själva som ledare?”. Syftet med studien var att testa tidigare teorier kring ledarskap utifrån våra hypoteser och forskningsfrågor och sedan jämföra svaren mellan kvinnor och män. Vi undersökte hur kvinnor och män ser på sig själva som ledare. Därtill undersökte vi vilka faktorer som kunde påverka individen till att vilja, eller inte vilja, bli ledare. Studien har en tvärsnittsdesign som utgår från ett deduktivt arbetssätt där en kvantitativ undersökning gjorts. Data samlades in med hjälp av en enkätstudie där enkätsvar från 193 respondenter användes vid analysen. Vi fann att det inte fanns en signifikant skillnad mellan kvinnor och män på om de såg sig själva som ledare. Dock fanns bidragande faktorer som kunde påverka om individen var mer eller mindre benägen att se sig själv som en ledare. Dessa var variablerna “förutsättningar” och “sociala aspekter”. De flesta respondenter föredrog inte ett specifikt kön som ledare, dock så fanns det en statistisk signifikant minoritet som prefererade att ledaren skulle vara av ett specifikt kön. Där gällde generellt att män föredrog manliga ledare och kvinnor föredrog kvinnliga ledare, vilket stödjer tidigare forskning av Eagly och Karau (2002). Därtill såg vi att respondenterna ansåg att den idealtypiska ledarens viktigaste egenskaper var att vara pålitlig, ansvarstagande, förstående, att kunna anpassa sig till olika situationer och se till andras välbefinnande. Två av dessa egenskaper är kvinnligt kopplade (communal-egenskaper) och resterande tre är könsneutrala. Därav stödjer vår studie tidigare forskning om att kvinnliga egenskaper är eftertraktade. / Men have dominated the leadership positions throughout history and thereby formed the definition of leadership. The qualities of a leader are commonly associated with male leadership qualities (agentic). The aim of this study was to investigate differences between women and men in their view on leadership through a web- based survey. Specifically, their tendency to see themselves as leaders, what factors affect their will to be leaders, and what qualities they value in a leader. A statistical analysis showed that there was not a significant difference between how women and men perceived themselves as leaders. However, some factors were found to contribute to if the individual could see themselves as a leader and those were “having the right conditions” and “social aspects”. Most of the respondents did not prefer a specific gender of a leader. Those who did, seemed to prefer a leader of the same gender as themselves. The leadership qualities that the respondents considered most important were being reliable, responsible, understanding, able to adapt to different situations, and caring for the wellbeing of others. Two of these qualities were linked to female leadership qualities (communal) and the remaining three were gender neutral. This means that our findings support previous research that states that communal qualities are sought after.

This thesis utilizes the theory of feminism in all its implied branches in an attempt to critically review the subtle and sometimes deliberate subjugation of women in general and South Africa in particular. This occurs, in spite of the fact that there are laws in place that are meant to discourage women abuse. Juxtaposing this is the perspective conception of women, looking at themselves as subjects of virtue who deserve equal treatment to any other human being. It is through some oral forms that this reflection could be tested. Praise poetry, in the hands of a creative artist opens up a world of human emotions that could not be easily seen or felt, and yet it can simultaneously be used to manipulate situations. Language therefore could be seen as a powerful double-edged instrument. The patriarchal system, in this thesis, is exposed as that holy ideology turned unholy to achieve condescending agendas against women. The thin light of respect demonstrated by the traditionalist thinking is made to disappear into thin air, especially when contaminated by Western ideas. It is the resoluteness and the fair obstinacy of some both traditional and modern women that determinedly stood up to conscientise the world in terms of respect for human life irrespective. In this research, an exploration of literary elements within four Nguni languages, that is Siswati, isiZulu, isiNdebele, and isiXhosa reveals the singularity of purpose, for these elements to be manipulated to achieve domineering intentions. Be that as it may, tibongo (praise poems/ praises) of outstanding women who have served in traditional leadership in these language groups give reason to challenge any idea that women should by virtue be relegated to the back seat. Through these tibongo it becomes apparent that because of the women leaders’ stubborn fairness and unparalleled foresight, they have become personifications of democratic values and as such, role models and symbolic hope not only for the empowerment of women, but also for their total liberation from all negative perceptions and oppressions. / African Languages / D. Litt. et Phil. (African Languages)

This thesis utilizes the theory of feminism in all its implied branches in an attempt to critically review the subtle and sometimes deliberate subjugation of women in general and South Africa in particular. This occurs, in spite of the fact that there are laws in place that are meant to discourage women abuse. Juxtaposing this is the perspective conception of women, looking at themselves as subjects of virtue who deserve equal treatment to any other human being. It is through some oral forms that this reflection could be tested. Praise poetry, in the hands of a creative artist opens up a world of human emotions that could not be easily seen or felt, and yet it can simultaneously be used to manipulate situations. Language therefore could be seen as a powerful double-edged instrument. The patriarchal system, in this thesis, is exposed as that holy ideology turned unholy to achieve condescending agendas against women. The thin light of respect demonstrated by the traditionalist thinking is made to disappear into thin air, especially when contaminated by Western ideas. It is the resoluteness and the fair obstinacy of some both traditional and modern women that determinedly stood up to conscientise the world in terms of respect for human life irrespective. In this research, an exploration of literary elements within four Nguni languages, that is Siswati, isiZulu, isiNdebele, and isiXhosa reveals the singularity of purpose, for these elements to be manipulated to achieve domineering intentions. Be that as it may, tibongo (praise poems/ praises) of outstanding women who have served in traditional leadership in these language groups give reason to challenge any idea that women should by virtue be relegated to the back seat. Through these tibongo it becomes apparent that because of the women leaders’ stubborn fairness and unparalleled foresight, they have become personifications of democratic values and as such, role models and symbolic hope not only for the empowerment of women, but also for their total liberation from all negative perceptions and oppressions. / African Languages / D. Litt. et Phil. (African Languages)

No description available.

趨勢預測專家約翰•奈思比在新作《亞洲大趨勢》中預言了亞洲當前風起雲湧的八大趨勢，其中一項即為『男性褪色→女性頭角崢嶸』。近年來，愈來愈多的女性由私領域邁入公領域，她們在職場上或甚至是政壇上，經常有讓人聒目相看的傑出表現；在一向由男性主導、陽剛價值至上的組織環境中，女性領導人為日漸僵化的組織運作，注入了一股源頭活水。她們的「另類觀點與作風」，使人們開始重新省思許多過往習以為常的想法及做法，而「女性領導」亦已成為研究領導的一個新方向。本研究於第一章，說明研究動機與目的、方法與限制、架構與內容。第二章，則由典範變遷的觀點分析女性領導產生的背景。第三章，是關於女性領導的文獻分析。探討男女有別領導風格的成因、女性領導的特質，並點出本文的重心－希望重建一個男女均衡的領導新模式，以「男女兼性」的「人性觀點」來詮釋領導。第四章，是關於女性領導的實證分析。筆者訪談了五位公部門女主管、五位私部門女主管，以及一位婦女研究學者、一位婦女團體領導人，希望將實務面與第三章的文獻分析互相對照比較。於此章並歸納出若干這些傑出女領導人職涯發展成功的關鍵性因素；以及欲突破女性領導的困境，女性自身及社會環境尚待補強努力之處。第五章，為本研究之結論。將文獻檢視及訪談結果進行重點摘要，並提出關於後續研究展望的一些建議及方向。

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)