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Editorial: More Practical Gender Research is Needed in Higher Education Leadership and Management.

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Title: Editorial: More Practical Gender Research is Needed in Higher Education Leadership and Management.
Authors: Maheshwari, Greeni1, Adams, Donnie2
Source: Journal of University Teaching & Learning Practice. 2024, Vol. 21 Issue 7, p154-173. 10p.
Subject Terms: *Educational leadership, *Failure (Psychology), *Fear of failure, *Career development, Ecological systems theory, Leadership in women
Abstract: This Editorial explores the challenges and barriers faced by women in leadership roles within higher education institutions using Bronfenbrenner's ecological systems theory. This Editorial investigates internal, external, and institutional obstacles hindering women's progression into leadership positions. Gender biases, socio-political traditions, cultural expectations, and institutional norms contribute to the under-representation of women in leadership roles. Additionally, internal factors such as lack of confidence and fear of failure further impede career advancement. Despite these challenges, the editorial highlights the pivotal role of women in shaping leadership standards and underscores the transformative impact of diverse leadership teams. The Editorial advocates for pragmatic scholarly approaches to considering achievement of equal opportunities for women in leadership, emphasising education, progressive workplace policies, mentorship programs, and cultural shifts. By embracing an approach nested in the macro-, meso-, and micro-level environments, a more holistic approach to research aimed at fostering innovative scholarly advancement is encouraged. [ABSTRACT FROM AUTHOR]
Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Editorial: More Practical Gender Research is Needed in Higher Education Leadership and Management.
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  Data: <searchLink fieldCode="AR" term="%22Maheshwari%2C+Greeni%22">Maheshwari, Greeni</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Adams%2C+Donnie%22">Adams, Donnie</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2024, Vol. 21 Issue 7, p154-173. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Failure+%28Psychology%29%22">Failure (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Fear+of+failure%22">Fear of failure</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+systems+theory%22">Ecological systems theory</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+in+women%22">Leadership in women</searchLink>
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  Data: This Editorial explores the challenges and barriers faced by women in leadership roles within higher education institutions using Bronfenbrenner's ecological systems theory. This Editorial investigates internal, external, and institutional obstacles hindering women's progression into leadership positions. Gender biases, socio-political traditions, cultural expectations, and institutional norms contribute to the under-representation of women in leadership roles. Additionally, internal factors such as lack of confidence and fear of failure further impede career advancement. Despite these challenges, the editorial highlights the pivotal role of women in shaping leadership standards and underscores the transformative impact of diverse leadership teams. The Editorial advocates for pragmatic scholarly approaches to considering achievement of equal opportunities for women in leadership, emphasising education, progressive workplace policies, mentorship programs, and cultural shifts. By embracing an approach nested in the macro-, meso-, and micro-level environments, a more holistic approach to research aimed at fostering innovative scholarly advancement is encouraged. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180140929
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      – SubjectFull: Educational leadership
        Type: general
      – SubjectFull: Failure (Psychology)
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      – SubjectFull: Fear of failure
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              Text: 2024
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