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Rethinking Women’s Leadership Development: Voices from the Trenches

Author

Listed:
  • Robin Selzer

    (Experience-Based Learning & Career Education, University of Cincinnati, Cincinnati, OH 45220, USA)

  • Amy Howton

    (Design Impact, Cincinnati, OH 45202, USA)

  • Felicia Wallace

    (Academic Excellence and Support Services, University of Cincinnati, Cincinnati, OH 45220, USA)

Abstract

As recent graduates of a women’s-only leadership development program in higher education in the United States, we used autoethnography as a research methodology to provide critical insight into effective women’s leadership programming and evaluation. The potential of this methodology as both a learning process and product helped elucidate two key findings: (1) to effectively develop women leaders, work must be done at the personal, interpersonal, and organizational levels, as these levels are interrelated and interdependent; and (2) women’s multiple identities must be engaged. Therefore, relationship-building should be a central learning outcome and facilitated through program curricula, pedagogical methods, and evaluation. Including autoethnography as a program evaluation methodology fills a gap in the literature on leadership development, and supports our goal of making meaning of our personal experiences in order to enhance women’s leadership development.

Suggested Citation

  • Robin Selzer & Amy Howton & Felicia Wallace, 2017. "Rethinking Women’s Leadership Development: Voices from the Trenches," Administrative Sciences, MDPI, vol. 7(2), pages 1-20, May.
    • Handle: RePEc:gam:jadmsc:v:7:y:2017:i:2:p:18-:d:100050
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    References listed on IDEAS

    as
    1. Haynes, Kathryn, 2008. "(Re)figuring accounting and maternal bodies: The gendered embodiment of accounting professionals," Accounting, Organizations and Society, Elsevier, vol. 33(4-5), pages 328-348.
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    Cited by:

    1. Janelle Thomas & Cate Thomas & Kirsty Smith, 2019. "The Challenges for Gender Equity and Women in Leadership in a Distributed University in Regional Australia," Social Sciences, MDPI, vol. 8(6), pages 1-9, May.
    2. Mónica Segovia-Pérez & Pilar Laguna-Sánchez & Concepción de la Fuente-Cabrero, 2019. "Education for Sustainable Leadership: Fostering Women’s Empowerment at the University Level," Sustainability, MDPI, vol. 11(20), pages 1-14, October.
    3. Karen A. Longman, 2018. "Perspectives on Women’s Higher Education Leadership from Around the World," Administrative Sciences, MDPI, vol. 8(3), pages 1-6, July.
    4. Maria Medina-Vicent, 2020. "A Tendency to Essentialism? Discourses about Women’s Leadership," Social Sciences, MDPI, vol. 9(8), pages 1-15, July.

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