rethinking women’s leadership development: voices from the trenches

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ID: 235732
2017
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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.
Reference Key
selzer2017administrativerethinking Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Robin Selzer;Amy Howton;Felicia Wallace
Journal Nature Biotechnology
Year 2017
DOI
10.3390/admsci7020018
URL
http://www.mdpi.com/2076-3387/7/2/18
Keywords
identity intersectionality higher education gender equity career advancementpolitical institutions and public administration (general)

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