Educational Leadership Positions Research Articles

Kenyan Female Lecturers' Ambitions for Leadership and Perceived Challenges

Purpose: This study sought to determine whether there was a relationship between learned helplessness and the low involvement of women in leadership positions in higher education. 
 Methodology: All of the female lecturers at KU were the study's target audience. It used a descriptive survey design. 50 female lecturers representing all the university's academic departments were chosen using stratified random sampling. A questionnaire was used to gather the information. The data were analyzed using both qualitative and quantitative data analysis methodologies. 
 Results: The survey found that female instructors have high aspirations for leadership. They have shaky opinions about their possibilities of rising to positions of leadership, nevertheless. 
 Conclusion: Only two female professors, or 4.3 percent, have sought for leadership roles in higher education, despite the fact that they are competent for these positions. 
 Recommendations: The study also advised the university to conduct a survey to learn why women are underrepresented in leadership positions and to encourage leadership training programs for female academicians. The study recommended the government appoint more women in decision-making positions, such as parliament, and ensure compliance with gender equality as required by the constitution.

How is the situation of women in leadership positions in medical education in Germany?

In Germany, about two thirds of students and doctoral candidates in medicine are female. The proportion is only about 35% for post-doctoral degrees and much lower for many leadership positions at medical schools and on medical education committees. Although reasons for this have long been known, changes are slow in coming. Therefore, with this commentary, we would like to shed light on the current situation regarding gender equality in Germany in medical education and identify and discuss measures. These include, for example, mentoring and networking programs as well as greater consideration of women in committees.

AIMS: Increasing Diversity in Graduate Medical Education Leadership.

Graduate medical education (GME) leadership needs more diverse representation. Specialty medical education associations have a responsibility to support the development of the next generation of underrepresented in medicine (UIM) GME leaders. In our continued commitment to become an anti-racist organization,1 the Association of Pediatric Program Directors (APPD), in collaboration with the APPD UIM in Pediatric GME Learning Community, created the Advancing Inclusiveness in Medical Education Scholars (AIMS) Program in 2019 to address this gap.AIMS is a 12-month program that provides professional development and mentorship to UIM pediatric residents (AIM scholars) with the objective of exposing them to careers in medical education and mentorship earlier in their training with the goal of increasing the diversity of pediatric medical education leadership.Pediatric residents are eligible to apply if they meet the following criteria: postgraduate year (PGY)-2 categorical or PGY-3 in a combined pediatrics program, UIM as defined by the Association of American Medical Colleges, able to attend the national APPD conference, and demonstrating an interest in medical education leadership.The AIMS Program has been developed using the conceptual framework of self-determination theory, which posits that competence, relatedness, and autonomy lead to internal motivation. The program consists of:Scholars participate in a half-day of programming before our national conference that includes: a welcome from APPD Board, an overview of careers in medical education, a meet the educator panel, speed mentoring (topics: mentorship, wellness/minority tax, career branding, medical education scholarship), and 1:1 meetings with their mentors. The scholars then participate in the regular conference educational content to engage with the broader APPD community and end each day debriefing with their cohort and program leadership.Scholars are paired with UIM mentors who have an educational leadership position at a different institution and engage in peer mentoring, faculty mentoring, and inclusion in the UIM in Pediatric GME Learning Community.Scholars have been deliberately provided opportunities and sponsored to participate in various national committees and academic scholarship within the APPD that aligns with their interests (eg, have served on the Confronting Racism Action Team, Workforce Initiative, Curriculum Reform).Our first 2 cohorts consisted of 28 total scholars out of 71 applicants (2020 cohort: 30 applicants, 12 selected; 2021 cohort: 41 applicants, 16 selected). Scholars included 25 (89%) categorical residents, 22 (79%) female, 21 (75%) Black/African American, 8 (29%) Hispanic/Latino, and 8 (29%) first-generation college graduates. For each cohort, we ensured that there was representation across the United States from training programs in all APPD regions.Twenty-four scholars (86%) have completed a voluntary anonymous program survey. For overall quality of the program, on a 5-point scale (poor to excellent), 21 (88%) rated it excellent and 3 (13%) very good. All scholars (100%) either strongly agreed or agreed that the AIMS programming and attending the APPD conference were helpful in: (1) career development, (2) networking, and (3) feeling like they belong in educational leadership. For the future, we plan to continue program evaluation and track longitudinal career outcomes.As we continue to scale the program, the APPD has committed to fund 16 scholars per year for the next 3 years, and we continue to seek additional sustainable funding through key stakeholders. AIMS leadership comes from the established UIM in Pediatric GME Learning Community, which further supports its sustainability. Due to the COVID-19 pandemic, the first 2 cohorts have participated virtually, which has reduced costs and increased accessibility.The AIMS Program represents a feasible and adaptable framework that specialty medical education associations can utilize to build programs that provide career development, mentorship, and a sense of community for UIM trainees interested in careers in medical education leadership.

Faculty motivations for leading clinical clerkship electives: A qualitative study

Purpose Faculty are motivated to pursue clinician-educator careers out of a sense of purpose, duty, connectedness, satisfaction, and mastery. Yet, many suffer from burnout due to a lack of funding, resources, and competing clinical demands. Reasons for clinician-educator participation in unfunded educational leadership positions are underexplored. This study examined faculty members’ reasons for volunteering and remaining as clerkship elective directors, an unfunded leadership position. Methods In this qualitative study, the authors conducted 17 semi-structured interviews with clerkship elective directors in March 2021. The authors conducted a thematic analysis of deidentified transcripts using motivation theories as a lens. Results Directors’ motivations to engage in this unfunded educational leadership position stemmed from their existing clinician-educator identity and a sense of purpose and duty. Directors are sustained by the satisfaction derived from witnessing the positive impact they have on learners’ career development and skills building, the impact of learners on the clinical environment, as well as personal benefits in the mastery of educator skills and enhanced visibility as educators. Conclusions Unfunded educational leadership positions can advance clinician-educators’ commitment to learners and alter the learning environment. Strategies for faculty recruitment and retention in unfunded leadership positions include ensuring meaningful contact with learners, as well as opportunities for personal career development through skills building and enhanced visibility through recognition.

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.

Artificial Intelligence Educational & Research Initiatives and Leadership Positions in Academic Radiology Departments

Rapid advances in artificial intelligence (AI) have generated significant interest in the radiology community. However, formal AI initiatives and leadership roles in academic radiology has not been formally evaluated. The purpose of this study was to assess the prevalence of formal AI initiatives and leadership roles in academic radiology departments. Radiology departments with National Institutes of Health funding in fiscal year 2019 were identified. AI educational and research initiatives, leadership roles, and industry partnerships were assessed by searching department websites for AI-related keywords. Correlations between NIH funding and the presence of AI initiatives were evaluated with linear regression. Sixty-two radiology departments with NIH funding were included in this study. Educational initiatives on AI were offered by 29 (47%) departments. Fifty-five (89%) departments had at least 1 AI researcher and 34 (55%) departments were affiliated with an AI research laboratory, center, or cluster. AI-specific leadership roles and industry partnerships were identified in 3 (5%) and 23 (37%) departments, respectively. The amount of NIH funding did not have a significant linear correlation with educational initiatives (P=0.08) but there was a significant linear correlation between funding and presence of research initiatives (P=0.003). AI educational initiatives were offered by almost half of radiology departments. Most departments had AI researchers and affiliated labs, but the majority were not led by the radiology department, and few had formal AI leadership roles. In the new AI era, these findings provide a benchmark for departments considering implementing formal AI initiatives.

Exploring Female Students’ Quest for Leadership and their Experiential Realities in the University of Education, Winneba

The study explored female students’ quest for leadership and experiential leadership realities in higher educational institutions in Ghana. In Ghana, female enrolment in higher educational institutions has increased due to population increases and campaign for girl-child education. However, despite the opportunities and access to higher education, female students’ quest for leadership positions in their educational institutions is often thwarted and largely insignificant compared to their male counterparts. However, there is evidence in Ghana that national leadership, especially in politics, is usually linked to leadership at tertiary institutions, especially, in the universities. Using female students’ leadership in governance at the University of Education (UEW) as a study focus, and employing the liberal feminist theory, we hypothesised that female students’ desire for leadership positions in higher education would not differ significantly from reality due to some systemic cultural challenges. The study revealed that certain leadership positions are preserved of males, and females who vie for such positions generally encounter some cultural setbacks . The study concludes that female students are motivated to take leadership positions due to their desire to lead and serve the people, but society uses gender to set limit for women when they vie for leadership positions. The study recommends that teachers and parents should encourage both males and females to take up equal leadership roles early in life to arouse in them the drive for future leadership positions.

Great expectations: Senior Indigenous leadership positions in higher education

ABSTRACT Higher education has existed in Australia for 170 years, yet Indigenous Australians have participated for only half a century. One key change the Australian higher education sector has witnessed over the last decade is the steady increase of people occupying senior Indigenous leadership roles. These positions are indeed relatively new and have not been empirically investigated until now. Reporting on findings from an Australian Research Council funded study on Indigenous leadership in higher education, this paper highlights some of the discrepancies in how the skills of Indigenous leaders are interpreted by the academy, with a hope to challenge the sector’s next senior non-identified appointments to ensure that Indigenous people become integral architects in designing the future Australian higher education sector.

A 12-Year North American Longitudinal Study of Gender Equity and Equality in Gastroenterology

A 12-Year North American Longitudinal Study of Gender Equity and Equality in Gastroenterology

Education Inequalities: An Investigation Of Gender Representation In Leadership Positions Of Selected Secondary Schools Of Gauteng Province

Most countries, South Africa included, are still grappling with gross gender underrepresentation in the senior education management and leadership positions. This article highlights the plight of women and their struggle to access senior leadership positions in education and aims to challenge the long-standing adage that women must teach, and males must lead. This study does not ignore the fact that there have been changes in the recruitment of women in leadership positions. It recognizes that there is evidence that even the women who are already in leadership positions are not afforded the same treatment as their male counterparts. The research study made use of quantitative research methods, and data was analysed using mathematically based methods, statistics. A sample was drawn from three different schools within the Tshwane District and was handed prepared questionnaires to respond to. Findings in this study highlight the barriers contributing towards women being underrepresented in leadership positions, to include, among others; gender roles stereotypes tying women to household chores as well as childrearing responsibilities. Recommendations are made on the following aspects, namely, recruitment and selection committees, education policies, deconstructing gender roles stereotypes as well as providing strong mentorship for women in leadership positions.

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.

Reflections on Experiences at a Residential Science and Math High School: An Alumni Survey

Residential Science High Schools (RSHS) for academically talented students that focus on science, technology, engineering, and mathematics (STEM) provide opportunities for high school students to accelerate their education. This study examines the results of a retrospective survey from one RSHS, including alumni for more than 20 years after graduation. The results indicate that the alumni have high levels of educational attainment and careers in STEM fields. In addition, the alumni perceive their experiences at the RSHS to have been positive, and that the RSHS prepared them for their educational pursuits, careers, social experiences, and future leadership positions. Finally, although the alumni did report a drop in academic self-concept while they were in the program, this drop did not appear to have an effect on their long-term goals or educational attainment. The implications for this study are to support the use of radical acceleration in the form of residential schools for an educational intervention for academically talented high school students.

Exploring the Disparity of Minority Women in Senior Leadership Positions in Higher Education in the United States and Peru

In this essay, the author compares and contrasts accessibility to higher education senior leadership for women in the United States and Peru. This paper addresses the disparity and challenges of women in higher education senior leadership focusing on minority women such as indigenous and Afro-Peruvian women in Peru and women of color in the United States. The author further calls for empirical research on the character traits, career path, motivations, definitions of success, and challenges of women who serve in executive higher education leadership positions. This paper further contributes to the field of comparative and international higher education, both domestically and abroad, while addressing demographic challenges such as sex and race for women in and seeking higher education administrative leadership career goals.

Leveraging Women’s Leadership Talent to Promote a Social Justice Agenda in Ethiopian Schools

Background: Research that identifies and celebrates the positive attributes of women educational leaders advancing a social justice agenda in traditionally male-dominated, Sub-Saharan African (SSA) societies is sparse. Studying female educational leadership in SSA conceptually brings to the fore issues associated with the intersectionality of gender, leadership, pervasive abject poverty, and cultural mores from a critical theory lens that runs counter to the White, western, male conceptions of leadership underlying much of the existing literature in the field. Purpose: With a focus on Ethiopia, we sought to understand the way in which women educational leaders, as traditionally oppressed groups in a patriarchal society, utilize their past marginalization as they advance a social justice agenda to promote educational opportunities for traditionally underserved students, particularly females. Research Design: Using transformative leadership as our theoretical lens and semi-structured interviews as our methodology, we conducted a grounded phenomenological study of eight Ethiopian women who were in educational leadership positions ranging from assistant principal to regional supervisors. We recruited the women leaders through direct contact, reputational nomination, and leadership positions they held. Findings/Results: Our findings paint a portrait of these female leaders as tenacious and determined, with a strong sense of self-agency and moral courage, whose identities are born out of their humble beginning and multi-focal understanding of issues from being female, from poor communities, submersed in male-dominated culture. These identities drove the participants to work towards emancipatory policies to acknowledge and intervene in “power differences” that directly influence school performance for girls and women in Ethiopia. Conclusions/Recommendations: Increasing workforce diversity with respect to gender, recasting leadership preparation programs as equity-oriented institutions, and addressing key public policies to support women in leadership positions are foundational recommendations that can lead to gender equity in education in Ethiopia.

CHALLENGES OF PALESTINIAN WOMEN’S PARTICIPATION IN HIGHER LEADERSHIP POSITIONS IN EDUCATIONAL INSTITUTIONS AND WAY TO OVERCOME THEM

The purpose of this study to identify the challenges facing the participation of Palestinian women in assuming higher educational leadership positions in the various Palestinian educational institutions and higher education institutions. The study shed light on possible ways to overcome these challenges. The sample of the study consisted of twelve Palestinian women working in different institutions with different job titles, and they were chosen in an intentional and accessible way. To achieve the objectives of the study, a qualitative approach was used to answer the study questions. The semi-closed interview tool was used, and the responses of the respondents were organized into patterns and answers. The results of the study showed a great similarity between the challenges that Palestinian women face locally and the challenges that face women in different countries globally. Such as the lack of awareness of women themselves about their rights, unprofessional jealousy among women themselves at work, lack of societal support for women and underestimating the importance of their roles, the stereotype of women resulting from a defect in the value system and upbringing among members of society, the spread of violence towards women in conservative cities, and other defects in administrative organization within some educational institutions. But what distinguished the reality of the challenges was the current political situation under the Israeli occupation, which constituted an additional obstacle. Such as the difficulty of moving and traveling freely is the long hours that women spend in the racist Israeli security check stations that are scattered between cities and governorates. In light of the results of the study, the researcher concluded a set of recommendations, the most important of which are: Work to empower Palestinian women in their work by holding courses and workshops that seek to increase Palestinian women's knowledge of their rights, raise their confidence in themselves and their work, and hold community courses within various higher education institutions that will clarify the importance of the role of women in society and work to change the negative stereotype they have towards women, And work on issuing regulations and legislation that would allocate free hours for women to be able to write and produce scientifically. Challenges of Palestinian Women's Participation, Educational Leadership Centers.

Collaboration and Leadership Roles for School Improvement: A Case Study through Social Network Analysis

In several countries, educational leadership has become essential for promoting school improvement. However, little is known about how to detect and visualize leadership among educational actors in Chilean schools -whether teachers or management team-, considering the advances that have been made internationally. To address this gap, this research used Social Network Analysis (SNA) to examine the interactions and collaborative practices related to teaching and improvement processes, as well as to determine leadership roles and patterns inside a Chilean school. Data was gathered through a questionnaire for all educational actors working in a school, which has had an improvement in its trajectory according to  the national standardized achievement test (SIMCE) and other metrics, in order to detect which educational actors are actually in educational leadership positions. Centrality indicators of teachers and management team, the density of interactions inside the school, and the visualization of their sociograms or network maps showed that actors associated with the School Inclusion Programme (SIP) have a preponderant presence. The study argues that the covid-19 pandemic presents itself a scenario that highlights their role beyond the existing school hierarchies. This provides contextualized evidence for educational practices and school improvement processes.

The Single Accreditation System: Risks to the Osteopathic Profession.

In August 2014, the American Osteopathic Association (AOA) and the American Association of Colleges of Osteopathic Medicine (AACOM) signed a memorandum of understanding with the Accreditation Council for Graduate Medical Education (ACGME) to create the Single Accreditation System (SAS) for graduate medical education (GME) in the United States. The AOA made the decision that it would close its GME accreditation system in response to dramatic growth in colleges of osteopathic medicine, a shortfall in osteopathic GME positions with increasing dependence on the ACGME system, ACGME policy decisions that adversely impacted osteopathic students, and declining osteopathic student interest in primary care. Osteopathic teaching institutions bore responsibility for meeting ACGME accreditation standards between 2015 and 2020, including determining institutional sponsorship, which program applications to submit, program size, educational leadership, and whether to pursue Osteopathic Recognition. Approximately 692 of 954 (72.5%) eligible osteopathic GME programs in 2014-2015 obtained ACGME accreditation by June 1, 2020. There were sharp reductions in surgical and subspecialty programs and a significant drop of DOs in educational leadership positions. A low percentage of ACGME-accredited programs applied for Osteopathic Recognition. In closing its GME accreditation system and joining the ACGME, the AOA gave up control of its direct relationship with osteopathic residents, fellows, and teaching institutions to gain critical GME opportunities. In this article, the author considers whether this gain will offset the risks taken by the AOA, including decreased DO leadership opportunities and role models, lower than expected interest in Osteopathic Recognition, and possible decreased DO interest in osteopathic organizations and osteopathic specialty board certification. Time and the choices of current and future DO trainees in ACGME programs will determine the future of the osteopathic profession-and whether these risks were worth taking.

THE FOUR Ps: A SIMPLE TOOL FOR MAKING BETTER LEADERSHIP DECISIONS

AbstractThe author is a Wall Street executive with more than 50 years of investment experience, as well as leadership positions in higher education and elsewhere. He looks back on his career and self‐development, where he recently “wondered what I could enumerate that might help others in leadership positions.” He outlines and explains in detail what he calls the “Four Ps, a methodology for talking to yourself, your family and your business associates.” In his words, they are find your passions, find your principles, find your partners, and find your plans. He offers questions for reflection within each of the Four Ps. For instance, in point 1, and in his words, How have your passions helped or hurt you as a leader? In point 2, What are your most important principles? When did you first start to acquire them, how and where? In Point 3, Who are your partners? How have they changed your life? In point 4, Have you caught a wave or a cycle—and do you think it is important to do so? He concludes: Each leader’s style is a little different, and in most cases, it is based on those first two Ps—passion and principles.

Six ways to get a grip on your first health education leadership role.

Entering into health education leadership with clear intentions can help guide a new career. While being asked, or simply considering, an educational leadership position is exciting, it is important to consider your motivation for this position and how this position will mesh with your life and what you want to achieve in this position. In addition, it is important to look to mentors for advice and consider other avenues of professional development. Our six tips provide insight into the consideration, negotiation and selection of a health education leadership career that can yield numerous rewards both personally and professionally.

Enabling and empowering women in leadership in South African universities – Assessing needs and designing a response

Gender equity and women’s access to senior leadership and management positions in universities are a major challenge not only in South Africa but on the African continent, too. For women to take up senior leadership roles more potently, it is essential that they not only cope with and compete in patriarchal systems but more so, are equipped to change patriarchal hegemony and shift the management discourse and culture to a pluralistic leadership culture where transformational leadership becomes the norm and praxis. This paper examines a needs analysis for leadership and professional development competencies of women in senior leadership positions in South African higher education and presents the discussion on these findings, based on the data collected from 74 participants. The conclusion reveals the participants’ enthusiasm for personal leadership development as well as their readiness for impacting their leadership contexts. These findings, in turn, shape the content development of the Women in Leadership programme, designed by Higher Education Leadership and Management under the auspices of Universities South Africa.