Administrative Leadership Positions Research Articles

Facing Fears and Finding Fit: A Self-Study of Teacher Education Leadership

ABSTRACT In an era defined by educational reform, teacher education requires strong, informed, and reflective leadership. Although teacher education faculty leadership is essential to reform, identifying and supporting the development of teacher educators who assume administrative leadership positions remains critical. Unfortunately, the transition into academic leadership often lacks training and support, leaving leaders isolated and learning as they lead. In this study, the authors – leaders at different institutions with different leadership roles as dean and program director – used self-study methods to explore questions related to teacher education leadership. Specifically, we found that reform-minded teacher education leaders should find professional fit in the programs and institutions they lead, find ways to maintain their work as teacher educator-scholars, have a willingness to express uncertainties related to their work as leaders, and learn to facilitate and support change in teacher education. Implications include a need for teacher education leadership training and mentoring, as well as providing space for leaders to support one another across institutions and ranks.

Gender and Racial Diversity Among Obstetrics and Gynecology Departments and Gynecologic Oncology Divisions in Canada: Are We There Yet?

ObjectivesGender and racial diversity in academic Canadian departments of obstetrics and gynecology (OBGYN) have not been previously described. We examined gender representation in leadership in academic OBGYN departments and gynecologic oncology (GO) divisions, and determined factors predictive of leadership and promotion including racialized status. MethodsThis cross-sectional study of Canadian residency-affiliated academic OBGYN departments queried institutional websites in January 2021 to compile a list of academic faculty. Subjective gender was assessed using photographs and pronouns, and racialized status was determined using photographs. Logistic regression analyses determined predictive factors for leadership roles. Fassiotto et al. rank equity indices (REI) and Hofler et al. representation ratios were calculated. ResultsWithin 16 Canadian institutions there were 354 (33.6%) men and 699 (66.4%) women, with 18.3% racialized faculty. Men were more likely to reach full professorship (P < 0.00001) and leadership positions of department chair, vice-chair or division head (P = 0.01). Representation ratios for women in OBGYN were <1 for all administrative leadership positions, and pairwise comparisons of the probability of promotion for women OBGYNs using REI reveal significant disparities between senior and junior administrative leadership and professorial ranks. Racialized physicians were less likely to have attained full professorship (P = 0.002). Ninety-seven academic GOs were identified: 68 (70.1%) were women, 17 (17.5%) racialized. Seven GO divisions (44%) had no racialized members. On multivariate analysis, only year of completion of fellowship was predictive of leadership. ConclusionIn academic Canadian OBGYN departments women are underrepresented in leadership and full professor positions. Racialized faculty are underrepresented in full professorship.

The Social Learning Theory and Gender Representations in Leadership Positions. A case of Health Sector in Tanzania

Using the Mbinga council as a case, this study sought to document the influence of the social learning theory on gender representation in leadership positions in the Tanzanian health sector. Interviews, semi-structured questionnaires, and a literature review were used to collect data. The Statistical Package for Social Sciences (SPSS) version 20 was used to analyze quantitative data while content analysis was used to analyze qualitative data. The study revealed that in the Tanzanian health sector, the number of women employees is more than that of men, with most of them holding lower positions, which is directly associated with the socialization of boys and girls during their upbringing. Based on the study findings, the study concludes that, despite Tanzania being a signatory to many gender-related international conventions and having many-gender related laws, policies and programs, the gender gap in leadership positions in the health sector is still wide, caused by, among other things, how males and females were brought up. Therefore, full commitment is needed, starting at the family level, to challenge the patriarchal system in the raising of male and female children. Based on the study findings and conclusion, the study recommends that: (i) the government should raise awareness at the grassroots level of discriminative norms and traditions to discourage them. (ii) multiple actors should collaborate (i.e., the family, schools, organizations, the private sector, non-government organizations (NGOs), faith-based organizations (FBOs), community-based organizations (CBOs), the local communities themselves and the state) to ensure gender equality in raising children, which will improve gender representation in administrative leadership positions.

WOMEN AND ADMINISTRATIVE LEADERSHIP POSITIONS IN LOCAL GOVERNMENT AUTHORITIES IN TANZANIA

Tanzania recognizes that gender equality and female empowerment are important for development of the country. Despite the government efforts in employment laws, policies and gender strategies to remove inequality, still there are under representation of female employees in senior leadership positions in many public sectors including Local Government Authorities. This paper aimed at examining factors that affect women's representation in top Administrative leadership positions in local government authorities in Mpanda District Councils. The study employed qualitative design to understand the barriers hindering female into top leadership positions. Mpanda District was used as a study case where by thirty (30) participants were selected purposively from senior positions, junior positions. Interview and focus group discussion methods for data collection were employed to collect primary data and secondary data were collected through documentary review. The study used thematic analysis in data analysis. The findings show that academic qualification, low selfconfidence, overburdens with domestic responsibilities, number of working days per year and poor institutional arrangements are among the challenges to have blocked women's penetration into top administrative leadership positions. Basing on the findings, its recommended that, there should be community mentorship at the family level to raise children with a mentality of equality, inspire young girls by inviting notable female leaders to address the students, encourage women and give them the chance for a higher degree, and provide frequent leadership training to young women in order to build their capacity. Generally, the study contributes to the addition of knowledge and literature on barriers facing women penetration in top leadership position which has been underresearched, specifically in Mpanda District

THE LIVED EXPERIENCES OF WOMEN PRINCIPALS IN RURAL SECONDARY SCHOOLS REGARDING THEIR CAREER PATHWAYS

This interpretivist qualitative study explored lived experiences of rural secondary schools’ female principals' career development. Participants were female principals who were purposively selected from rural schools in South Africa to provide in-depth information to the study. Thus, eleven female principals from 11 public secondary schools within Ilembe District, Limpopo were engaged in semi-structured interviews, which lasted between 20-30 minutes each. The interviews were audio-recorded with permission of the participants to capture exact information. The audio-recorded data was systematically transcribed, coded to generate common themes for the presentation and discussion of findings. Findings revealed that some communities’ cultures continue to dominantly influence women principals’ career pathways, despite policies or efforts to promote gender equality in South Africa. The social attitude or ‘injustice’ against female principals in rural environments has limited their quest to pursue their career further or to aspire top administrative leadership positions in education. It is recommended that necessary government structures and other stakeholders in education sector should provide necessary support to female principals in rural schools.

Exploring the context, role and impact of public health nursing during COVID-19: A multiple case study protocol.

AimThe purpose of this study is to: (a) describe public health nursing roles over the course of the COVID‐19 pandemic in Ontario, Canada; (b) describe the contextual factors that influence public health nursing role implementation; and (c) describe nurses' perceived impact of their roles on client outcomes and professional/personal nursing practice.DesignDescriptive multiple case study.MethodsRecruitment of public health nurses (PHNs), working in direct service or administrative leadership positions, in an Ontario public health unit will be conducted through purposive and snowball sampling. Nursing roles will be compared and contrasted across three cases differentiated by geographic setting: urban, urban–rural, northern. In each geographic case, a priori estimates of sample size will include 10 PHNs providing direct care and at least five nurses in an administrative leadership role; with an overall estimated study sample size of 45 individuals. Demographic data will be collected using an online anonymous survey. Individual semi‐structured interviews with PHNs, and focus groups with nursing administrators will be conducted via telephone and audio‐recorded. Individual interviews and focus groups will be transcribed verbatim. Reflexive thematic analysis will be used to generate emergent themes in each case and cross‐case synthesis will be used to compare and contrast patterns across geographic cases.DiscussionExpected findings will provide an in‐depth analysis of the rapidly evolving roles and functions of PHNs throughout the COVID‐19 pandemic and their impact on individuals, families and communities. As well, findings will provide a new understanding about the contextual barriers and facilitators of PHN role implementation in their working environments.ImpactStudy findings can support decision‐making in relation to funding, resource allocation and supportive work structures and processes at a public health system and/or individual public health organization level.

A Review on The Role of Technology Leadership in Teaching and Learning at Higher Learning Institutions in Post COVID-19

When it comes to technology leadership (TL), this paper reviews and discusses how important it is for the community in higher learning institutions (HLI) to be technology leaders, especially in teaching and learning post-COVID-19. Leadership issues in higher learning institutions are looked at in institutional development, faculty development, and student management. TL person can play a role in these areas. Another topic is how technology changes how HLI is run post-COVID-19. It includes a description of how technology changes how the higher institution is run. Increasing public awareness of the necessity for TL managers and doctorate students should aim at administrative leadership positions for current policy formation, strategic planning, administration, assessment, and institutional development implementation; and a discussion of the necessary skills and tactics for becoming a technology leader. Attributes of TL professionals should do more than just run distribution units or provide essential services. A prerequisite to drive change in institutional growth, employ technology in the learning process, manage resources, and collaborate effectively with academics to plan education. TL should be able to collaborate with institutional leaders on policy and planning for the deployment of instructional technology, faculty development, and institutional development. The positions that allow TL able to do this. The selected TL persons have formal training in technology in education, instructional media, instructional technology, instructional systems, communication in education, and all their related areas. They have also had previous job experience., so they are called Technology Leadership professionals.

The Leadership Landscape: The Role of Gender in Current Leadership Positions in Obstetrics and Gynecology Departments

To describe the proportion of female faculty in departmental administrative and educational leadership roles in Obstetrics and Gynecology departments. Cross-sectional observational study (II-3). Accredited Obstetrics and Gynecology residency programs. A total of 288 accredited residency programs were identified from 2019 to 2020 with 1237 individuals in leadership positions. Similar to a 2012 to 2013 survey by Hofler etal, residency program websites and corresponding fellowships (Maternal Fetal Medicine, Female Pelvic Medicine and Reconstructive Surgery, Reproductive Endocrinology and Infertility, and Gynecologic Oncology), departmental websites, and divisional websites were queried for those in administrative and educational leadership positions. Information regarding gender (as determined by the surrogates of name and photographic gender expression), medical and academic degrees, academic rank, and subspecialty certification was abstracted. Within administrative leadership roles, women comprised 29% of chairs, 46% of vice chairs, and 47% of division directors, all significantly lower than men in administrative leadership (p <.001). In educational leadership, women made up 71% of medical school clerkship directors, 58% of residency directors, and 50% fellowship directors. Women were more likely to hold educational leadership positions (56% vs 40%; p <.001), although men were more likely to hold administrative leadership positions (68% vs 52%; p <.001). Among subspecialties, there was greatest gender equity within Female Pelvic Medicine and Reconstructive Surgery. Female leaders were more likely to have received additional academic degrees (e.g. MBA, MPH) than their male counterparts (19% vs 13%; p=.002). Women continue to be underrepresented in administrative leadership positions. Compared with 2012 to 2013, there is only a 9% increase in proportion of women chairing and 10% vice chairing Obstetrics and Gynecology departments; however, the increase is more substantial in other positions, such as division directors (17%). Our findings demonstrate ongoing gender disparity in the highest levels of departmental leadership and the need to further improve on diversity and gender equity within leadership roles.

199 Electronic Clinical Decision Support for Children with Mild Traumatic Brain Injuries and Intracranial Injuries: A Sociotechnical Analysis

INTRODUCTION: The management of children with mild traumatic brain injuries (mTBI) and intracranial injuries is not evidence-based and may place some children at risk of harm. Evidence-based electronic clinical decision support (CDS) may improve patient safety and decrease resource use. METHODS: We conducted semi-structured qualitative focus group interviews to identify sociotechnical influences on CDS implementation. Physicians from neurosurgery, emergency medicine, critical care, and pediatric general surgery were included, along with information technology specialists. Participants were recruited from nine hospitals in the United States. Focus group transcripts were coded and analyzed using thematic analysis. The final themes were cross-referenced with previously defined sociotechnical dimensions. RESULTS: We included 28 physicians and four information technology specialists in seven focus groups. Ten participants had administrative leadership positions, and the largest group (34%) was from neurosurgery. Through inductive thematic analysis, we identified five primary themes: 1) clinical impact; 2) stakeholders and users; 3) tool content; 4) clinical practice integration; and 5) post-implementation evaluation measures. Participants generally supported using CDS to determine an appropriate level-of-care for these children, and also noted potential secondary uses (e.g., informing family discussions). However, some also identified potential harm that could result from misuse (e.g., conflict across specialties). Feedback from the interviews helped refine the tool content, highlight potential implementation barriers, and identify appropriate measures to evaluate after implementation. CONCLUSION: We identified key factors impacting the implementation of electronic CDS for children with mTBI and intracranial injuries, providing a strong foundation for prospective implementation efforts.

Disability, Intersectionality, and the Experiences of Doctoral Students

Assuring diversity of faculty in graduate school programs continues to be a focus of practice and research because of the need to ensure inclusion for all students seeking higher education. Women, individuals with disabilities, and individuals with other traditionally underrepresented cultural group identities are all underrepresented at the doctoral level in higher education, in tenure-track, full professor faculty positions, and in administrative leadership positions such as dean and president. This study is one of the first to document how doctoral program students with disabilities, who also have other traditionally underrepresented cultural group identities, experienced the successes and challenges of earning a doctoral degree. An intersectional framework was used to explore access and inclusion at the doctoral level in academia. Four major themes—defining personal cultural identities, navigating systems and situations, resources and motivation, and leveraging lived experience as a skill set for work in a chosen field—emerged from the data. Recommendations to increase access and inclusion are offered.

The Leadership Landscape: Characteristics of Current Faculty in Leadership Positions in Obstetrics and Gynecology Departments

<h3>Study Objective</h3> To describe the proportion of female faculty in departmental administrative and educational leadership roles in Obstetrics and Gynecology departments. <h3>Design</h3> Cross sectional observational study. <h3>Setting</h3> Accredited Obstetrics & Gynecology residency programs. <h3>Patients or Participants</h3> 288 accredited residency programs were identified from 2019 to 2020 with 1237 individuals in leadership positions. <h3>Interventions</h3> Similar to a 2012-2013 survey by Hofler et al., residency program websites and corresponding fellowships (Maternal Fetal Medicine, Female Pelvic Medicine and Reconstructive Surgery (FPMRS), Reproductive Endocrinology and Infertility (REI), Gynecologic Oncology), departmental, and divisional websites were queried for those in administrative and educational leadership positions. Information regarding gender (as determined by surrogates of name and photographic gender expression), medical and academic degrees, academic rank, and subspecialty certification was abstracted. <h3>Measurements and Main Results</h3> Within administrative leadership roles, women comprised 29% of chairs, 46% of vice chairs, and 47% of division directors; women held significantly fewer chair positions than men (p <.001). In educational leadership, women made up 71% of medical school clerkship directors, 58% of residency directors, and 50% fellowship directors. Women were more likely to hold educational leadership positions (56% vs 40%, p<.001) while men were more likely to hold administrative leadership positions (68% vs 52%, p <.001). There was greatest gender equity within FPMRS and least gender equity in Gynecologic Oncology and REI. Female leaders were more likely to have received additional academic degrees (ex. MBA, MPH) than their male counterparts (19% vs 13%, p=.002). <h3>Conclusion</h3> Women continue to be underrepresented in administrative leadership positions. Compared to 2012-2013, there is only a 9% increase in proportion of women chairing and 10% vice chairing Obstetrics and Gynecology departments; the increase is more substantial in other positions, such as division directors (17%). Our findings demonstrate ongoing gender disparity in the highest levels of departmental leadership and the need to further improve upon diversity and gender equality within leadership roles.

Electronic clinical decision support for children with minor head trauma and intracranial injuries: a sociotechnical analysis

BackgroundCurrent management of children with minor head trauma (MHT) and intracranial injuries is not evidence-based and may place some children at risk of harm. Evidence-based electronic clinical decision support (CDS) for management of these children may improve patient safety and decrease resource use. To guide these efforts, we evaluated the sociotechnical environment impacting the implementation of electronic CDS, including workflow and communication, institutional culture, and hardware and software infrastructure, among other factors.MethodsBetween March and May, 2020 semi-structured qualitative focus group interviews were conducted to identify sociotechnical influences on CDS implementation. Physicians from neurosurgery, emergency medicine, critical care, and pediatric general surgery were included, along with information technology specialists. Participants were recruited from nine health centers in the United States. Focus group transcripts were coded and analyzed using thematic analysis. The final themes were then cross-referenced with previously defined sociotechnical dimensions.ResultsWe included 28 physicians and four information technology specialists in seven focus groups (median five participants per group). Five physicians were trainees and 10 had administrative leadership positions. Through inductive thematic analysis, we identified five primary themes: (1) clinical impact; (2) stakeholders and users; (3) tool content; (4) clinical practice integration; and (5) post-implementation evaluation measures. Participants generally supported using CDS to determine an appropriate level-of-care for these children. However, some had mixed feelings regarding how the tool could best be used by different specialties (e.g. use by neurosurgeons versus non-neurosurgeons). Feedback from the interviews helped refine the tool content and also highlighted potential technical and workflow barriers to address prior to implementation.ConclusionsWe identified key factors impacting the implementation of electronic CDS for children with MHT and intracranial injuries. These results have informed our implementation strategy and may also serve as a template for future efforts to implement health information technology in a multidisciplinary, emergency setting.

Psychologists' Leadership Roles and Leadership Training Needs in Academic Health Centers.

Psychologists are increasingly called upon to become more involved in academic health centers (AHCs) as leaders across a range of leadership roles in areas such as the clinical, teaching, and research missions, and in the administration thereof. Similarly, expansion of psychologists' service in national associations, boards, and other forums is increasing. This paper attempts to delineate the nature and extent of psychologists' involvement in leadership roles and their needs for professional leadership development to assist them in securing and succeeding in these positions. Members of the Association of Psychologists in Academic Health Centers (APAHC) were invited to complete a survey to identify current leadership roles and training needed to enhance leadership capabilities. Most (75%) of the respondents (total n = 105; 42% of APAHC full members; 70% female) were currently serving in leadership roles (range 1 to ≥ 10 positions). Years since degree conferred was positively associated with the number of leadership positions. Diversity of roles was delineated across AHC missions including psychology training (49.5%), clinical service (33.3%), and research (26.7%). An important subgroup (11.5%) served in upper-level administrative leadership positions. Leadership roles external to AHCs were common, particularly service ion committees (30.5%) and boards (27.6%) in state and national professional organizations. Half (51.4%) of survey respondents endorsed at least one leadership development need, with approximately 10% endorsing leadership development needs in all areas. The most common leadership development need was financial management skills, endorsed by nearly two-thirds of the sample. Early career respondents recognized more needs than advanced career respondents. AHC psychologists are expanding their leadership roles and distinguishing themselves as important contributors in AHCs. Despite this, many identified needs for further leadership training.

Innovation by foreign researchers: relative influences of internal versus external human capital

Innovation productivity of expatriate researchers and human capital that empowers them is an important issue; however, with a scarcity of relevant data, formal empirical evidence has been limited. This paper uses a rich dataset of foreign researchers at a leading German research institution to study the drivers of their innovation productivity (measured by patents and invention disclosures). Another contribution is that we examine the relative effectiveness of internal (institution-specific) and external human capital. These findings are compared to the behavior of native researchers. Results, based on a survey sample of nearly 1000 foreign researchers and taking account of the interdependence between invention disclosures and patenting, show that internal administrative leadership positions (especially group leaders) enhanced propensities to innovate, while purely academic positions (professor or guest researcher) did not positively impact innovation. With regard to external human capital, foreign researchers who were business owners or nascent entrepreneurs were more likely to innovate. Internal (institutional) experience mattered more than industry experience. Doctoral degrees seemed relatively more effective for patenting than for invention disclosures. No significant gender differences in innovation productivity were found. In contrast, while many of the influences were similar for domestic researchers, they experienced positive innovation spillovers from being directors, but domestic female researchers faced special innovation challenges. Finally, domestic professors, unlike foreign professors, did not experience negative tendencies towards innovation.

Institutions Developing Excellence in Academic Leadership (IDEAL)

PurposeThe purpose of this paper is to describe the objectives, activities and outcomes of the National Science Foundation ADVANCE project, Institutions Developing Excellence in Academic Leadership (IDEAL) during 2009–2012. The goal of IDEAL was to create an institutional learning community empowered to develop and leverage knowledge, skills, resources and networks to transform academic cultures and enhance gender equity, diversity and inclusion in science, technology, engineering and math (STEM) disciplines at six research universities in the northern Ohio region. Over the three-year period, these institutions developed academic leaders and institutionalized gender equity transformation through multi-dimensional and multi-level initiatives, improving the advancement and leadership of women faculty in STEM disciplines.Design/methodology/approachThe authors describe the objectives, activities and outcomes of the NSF ADVANCE project, IDEAL during 2009–2012. The six research institutions included in IDEAL were Bowling Green State University, Case Western Reserve University (the lead institution), Cleveland State University, Kent State University, University of Akron and University of Toledo.FindingsIDEAL’s outcomes included the institutionalization of a number of gender equity initiatives at each university, an increase in the number of tenured women faculty in science and engineering disciplines over three years across the six universities, and increases in the numbers of women in faculty and administrative leadership positions. Out of 62 of the IDEAL participants (co-directors and change leaders), 25 were promoted or appointed to roles of leadership within or beyond their institutions during or after their participation in IDEAL. A number of new institutional collaborations and exchanges involving the six universities occurred during and emerged from IDEAL. An integrative model of the IDEAL program is developed, describing the nested components of each institution’s gender equity transformation within the IDEAL partnership consortium and the larger NSF ADVANCE community, and highlighting the dynamic interactions between these levels.Social implicationsThe IDEAL program demonstrates that systemic change to achieve equity for women and underrepresented minority faculty in STEM disciplines must be rooted on individual campuses but must also propagate among higher education systems and the broader scientific community. The effort to develop, sustain and expand the IDEAL partnership model of institutional transformation (IT) in higher education illuminates how innovative, context-sensitive, cost-effective and customized institutional strategies may be implemented to advance gender equity, diversity, inclusion and leadership of women faculty at all levels across the country.Originality/valueThis is an original description of a unique and distinctive partnership among research universities to foster gender equity IT. The manuscript details the objectives, activities and outcomes of the IDEAL program, established with the aim of broadening participation in the STEM academic workforce and advancing gender equity, diversity and inclusion in institutions of higher education. An integrative model is developed, illustrating the key components and outcomes of the IDEAL program.

Academic Leadership Development Programs: Conceptual Foundations, Structural and Pedagogical Components, and Operational Considerations

In response to both the lack of formal leadership training and the challenges facing leaders across higher education, a number of programs are being planned and initiated at colleges and universities. This application brief highlights the conceptual foundations, structural components, and operational considerations of one such program, the Rutgers Leadership Academy (RLA). RLA was created to provide an integrated leadership development program for individuals in academic, administrative, and professional programs who aspire to assume or advance in leadership positions. The program is theory-based, and emphasizes leadership, communication, and organizational concepts and competencies. Somewhat uniquely, it is designed for both academic and administrative leadership positions, and it highlights the importance of informal as well as formal leadership roles, among other core topics. We have found the proposed model to be useful in developing high-quality leadership initiatives for our institution, and the core components of the model and initial outcomes may be of use to others in their leadership development efforts.

Crossing Borders: An Analysis of the Characteristics and Attributes of Female Public School Principals

The female principal"šs role is diverse, fragmented, and involves numerous decisionsdaily. It is important for women to be able to identify and evaluate their ownpersonal characteristics.Leadership has been the central focus of research in the field of educationaladministration. Most studies have largely been based on the experiences of whitemales (Blackmore, 1989; Capper, 1993; Glazer, 1991) in the field of schooladministration. Historically, leadership roles have been held by men (Capper, 1993;Sloan, 1999). Because of this social attitude, women have been reluctant to pursueeducational, administrative leadership positions (Epp, 1993).As of the mid-1990"šs, women comprised 50% of the workforce. Women held 13%of management positions, and held only 7% of executive positions (Hagberg,1998). In the areas of school administration, men outnumber women four to one atthe administrative level (Lynch, 1990). "In the years between 1928 and 1984, thenumber of women principals continually dropped from 55 % to 18%" (Lynch, 1990,p. 336). These data mirror the drop in the representation of women throughout theeducational administration field (Capper, 1993; Sloan 1999). While a recent surveyof school superintendents indicated that the number of women at all levels ofschool administration is slowly increasing; women's representation in schooladministration is far from being proportionate to their numbers in education(Hagberg, 1998; Sloan, 1999). Sloan (1999) reported that the number of Australianfemale principals have increased from 15.3% in 1991 to 29.5% in 1999. TheAustralian Department of Education Secretary, Geoff Spring, has increased effortsto train and promote female teachers to administrative positions (Sloan, 1999). Ata 1998 conference, Spring said, "Women make up almost 70% of the workforce inschool education, are highly qualified and achieving increasing success as they seekand obtain formal leadership roles." He stressed the importance of pride andpersonal achievement of women in leadership roles but noted, "There isconsiderable distance to be traveled before women are present in leadership rolesin the same ratio as in the education workforce" (Spring, 1998). A specialleadership program has been designed for aspiring women educational leaders inAustralia to help close the gap (Sloan, 1999).All women experience barriers. When Black women enter educationaladministration, there are internal and external barriers to overcome (Gregory,1999). Gregory (1999) stated that internal barriers are based on both perceptionsof one's capability to work in a leadership role, and personal leadership styles.External barriers are described as barriers that an individual has no control over.External barriers might include lack of resources and not being included incollaborative projects. Also, many black women have reported feelings of isolation(Gregory, 1999).

Developing medical education capacity in Russia: twenty years of experience

BackgroundThe partnership between Yale University (USA) and Kazan State Medical University (KSMU, Russia) was established in 1996 and transitioned to Western Connecticut Health Network (WCHN)/University of Vermont Robert Larner, M.D. College of Medicine (USA) in 2012 with the goal of modernizing medical education at KSMU primarily through introduction of the American medical education structure, role modeling, and educational capacity building. It was centered on the formation of a select group of Russian junior faculty members familiar with American medical education who would then initiate a gradual change in medical education at KSMU. Here we describe the 20 year partnership, rooted in local capacity building, through which a sustainable, mutually rewarding international collaboration was established. In addition, we evaluate the program’s outcomes and impact on medical education at Kazan State Medical University, and assess its influence on Russian program participants.MethodsSenior residents and faculty were sent to KSMU to conduct teaching sessions with local faculty and trainees. Their responsibilities included familiarizing Russian colleagues with specific topics in clinical medicine, importing knowledge about the basics of teaching, clinical epidemiology and evidence based medicine, and creating, in consistency with the American model, a “Clinical Teaching Team Structure” that integrates patient care with clinical education. Furthermore, 44 of selected KSMU members, including 13 junior faculty (29.5%), 14 clinical PhD students (31.8%), 12 interns/residents (27.3%), and five medical students (11.4%), were trained at Yale/WCHN or one of their major affiliated community hospitals for a period of 1 to 12 months for a total of 844 participant-weeks of training.ResultsThirty (68.2%) individuals who were trained in the U.S. are currently working in Kazan primarily as faculty at KSMU. Among them, three trainees (10%) have become heads of their department, eight (26.7%) hold senior faculty positions, and two (6.7%) have clinical and educational administrative leadership positions. Two major clinical departments have adopted the “Clinical Teaching Team Structure.” As a result of the collaboration, three teaching courses – Evidence-Based Medicine, Tropical Medicine, and HIV/AIDS Medicine – have been designed and incorporated into the curriculum.ConclusionThis partnership has been instrumental in introducing the American medical education model and expanding the medical knowledge of faculty, residents, and students of KSMU on infectious diseases, HIV/AIDS, tropical medicine, renal diseases, and global health topics. Capacity building through the Yale/WCHN-KSMU exchange program has greatly contributed to the quality of medical education at Kazan State Medical University.

Setting the Stage for a Great Performance As an Academic Department Chair

The classic triple threat in the performing arts is someone who excels at acting, singing, and dancing. Similarly, department chairs are sought for administrative leadership positions based on their personal track record in research, mastery of clinical skills, and teaching excellence. While these

Baylor Conference Supports Grad Students As Leaders

Women are earning baccalaureate degrees in record numbers, said Dr. T. Laine Scales, but they encounter unique problems once they go on to graduate schools. Fewer women in the graduate school pipeline means fewer women to fill future faculty and administrative leadership positions. Baylor University in Texas is taking a proactive stance with its conference on Women in the Academy: Leadership in Graduate School and Beyond. Started in 2011 by graduate student Megan Oster, the annual conference aims to improve the retention and leadership skills of the private school's 2,500 graduate students, 45% of whom were women. Scales, associate dean of the graduate school and professor of higher education, joined two master's candidates in higher education and student affairs, Kaitlyn Rothaus and Christa Winkler to discuss their annual conference at the NASPA conference held in Orlando FL in March 2013. Rothaus is chair of the conference steering committee; Winkler and Scales are members. A look at the numbers shows the problem. The ACE publication The American College President 2012 lists the percentage of women presidents at 26.4%, while the Association of American Colleges and Universities (2011) reports it to be just 23%. Other numbers: ACE reports women comprise 41% of chief academic officers while AACU has it at 18%. Both groups report that the percentage of women presidents or women in the pipeline leading toward the presidency remains woefully low. That's why it's critical to keep female grad students enrolled, and to prepare them to assume leadership roles once they enter the academy as professionals. It's definitely not academic capability or an inability to do the work that's preventing graduate school women from succeeding. On average, women have higher GPAs and score higher on the GRE than male students. According to the National Center for Educational Statistics in 2012, women U.S. residents earn 57% of bachelor's degrees, 63% of master's degrees, and 53% of doctorates. Due to their many roles and lack of support on many fronts, women take longer to earn those degrees and are less likely than men to complete them once enrolled. Causes for the dropouts and stop outs include identity struggles, fewer women mentors and the time and energy required to balance school, family and perhaps a job. Woman of color have a path that's even more challenging. They're underrepresented as graduate students, faculty and administrators. The limited number of mentors who do look like them is overworked and overwhelmed. Women of color on the faculty also report being underemployed and overused, isolated and disrespected. They're torn between family, community and career. One black women on the faculty reported serving on 52 committees, leaving no time for her own research. Student affairs is generally seen as a professional support system for undergraduates, not graduate students. Yet these professionals can take the lead in improving the retention of women in graduate school by providing early support to survive the unique problems women graduate students face. For a registration fee of only $20, Baylor's Women in the Academy conference provides a one-day shot for grad students, faculty and staff to connect and network. While the topics are directed at women, some males attend. This can help to educate future leaders who are males on the challenges that women colleagues face. From 10 a.m. to 3:30 p.m. on a Saturday in April, students can listen to a keynote speaker, choose one of four concurrent breakout sessions, eat lunch while listening to a panel and choose a repeat of the four morning sessions. This year's sessions focused on health and well-being, the special needs of women of color, gender issues surrounding leadership, and a primer on promotion and tenure issues. The lunch panel featured “herstories,” personal stories of those who have trod the same path. For 2013, the theme is Diverse Leadership. A woman college president gave the keynote, and women administrators led the sessions. The conference fills a critical niche and shows great potential. In 2012, more than 100 people from 20 schools attended, double the number at the 2011 inaugural conference. Attendance at the April 2013 session was lower due to problems with email publicity. But the Baylor chemistry department was well represented: It sponsored 11 women, eight grad students and three professors. Helping with publicity were the Texas Women in Higher Education organization with its 1,000 members and the National Association of Graduate and Professional Students. Funds also came from five university sponsors, including the school of education and the graduate school. The steering committee solicited door prizes. Grad students are the academy's future leaders. Baylor's Women in the Academy conference offers a model to support women grad students, to keep them enrolled and in the pipeline as future leaders, bringing their values to campus. Scales: Laine_Scales@baylor.edu or 254.710.4487 Rothaus: Kaitlyn_Rothaus@baylor.edu Winkler: Christa_Winkler@baylor.edu www.baylor.edu/graduate/index.php?id=80013