Joint Paper Session NW 22 and NW 26
In the last few years, there have been many economic, social and demographic changes worldwide. The process of transformation, which is taking place in the context in which the University is developing, brings new challenges to be faced. In this time of change, it may be necessary to rethink the organizational performance and the internal structures of the institution (Castro 2011; Fernández, 2008; Llinas-Audet, 2011; Sánchez & Elena, 2007; Sánchez & Zubillaga, 2005).
One example is the emergence of new models of University management and organizational structures that adapt themselves to current circumstances (Aebischer & Ricci, 2008; Batanaz, 2003; Martínez & Viader, 2008). It is therefore necessary to study and question the structures of management and governance in the University and their possible adaptation to modern times and the net new University that arises. We refer to recent conceptions of management such as governance regimes and University management by Brunner (2011), the emerging paradigm called New Managerialism (Deem, Hillyard & Reed, 2007; Girotto, Mundet & Llinas-Audet, 2013; Whitchurch & Gordon, 2010) and the idea of professionalization of the management roles at the University (Whitchurch, 2008).
This idea of change converge with the transformation of the university in terms of gender issues due to the massive incorporation of women to the institution in general and to the performance of the leadership roles particularly. However the number of managerial positions played by women at university is lower than the ones runned by men in the most areas of knowledge (Smith, 2002; Trinidad, 2005). The actual data shows that nowadays it is important to bear in mind the relevance of the research on the field due to the importance of the role as pedagogical leaders in the improvement of the quality of teaching in Higher Education.
In recent years, the number of studies about management in Higher Education from a gender perspective has increased, some examples of topics are: the leadership style of women (Pounder & Coleman, 2002), comparatives studies about women as educational leaders in universities (Read & Kehm, 2016) and gender disparity and perceived barriers to leadership (Howe-Walsh & Turnbull). Therefore, we consider it is interesting to offer and in-depth study about women academics who develop this kind of roles, their perceptions, feelings, needs and experiences. We will follow the feminist theory (Adkins & Skeggs, 2004; Ghaill, & Haywood, 2006) and the idea of glass ceiling (Moreau, Osgood & Halsall, 2007) and the idea of the power and women in organizations (Ragins & Sundsdrop, 1989).
This is the third phase of a study that has been developed as a way to expand one line of research that was started in a previous research. Though this study we are trying to understand the way that women in leadership positions at different Universities perceive the structure of the organization and compare the way they develop their position and the understanding they have about it from a gender perspective using a comparative methodology. To this end, the research questions of this study is the following one: what perception about management and educational leadership do women that develop a post at University have?
-Analyze the perceptions about gender differences experienced in the performance of a post.
-Examine the feelings and experiences of the women in the developing of their role.
-Evaluate the difficulties that women managers face in the performance of a leadership position.
-Investigate the opinions about gender differences at developing a managerial post at university.
-Identify the training needs that women as educational leaders show in the performance of the post.
ADKINS, L. & SKEGGS, B. (2004). Feminism after Bourdieu. Oxford: Blackwell Publishing. AEBISCHER, P. & RICCI, J. F. (2008). The organizational challenge for european universities facing globalization. In L.E. Weber & J.J. Duderstadt (Eds.), The globalization of Higher Education (pp.183-193). London: Economica Ltd. BRUNNER, J. J. (2011). Gobernanza universitaria: tipología, dinámicas y tendencias. Revista de Educación, 355, 137-159. CASTRO, D. (2011). La gestión universitaria. Una aproximación a la dirección de centros y departamentos. Zamora: Comunicación Social Ediciones y Publicaciones. DEEM, R., HILLYARD, S. & REED, M. (2007) Knowledge, Higher Education and the New Managerialism: The Changing Management of UK Universities. Oxford: Oxford University Press. GHAILL, M.M. & HAYWOOD, C. (2006). Gender, culture and society: contemporary feminities and masculinities. Palgrave Macmillan. GIROTTO, M., MUNDET, J. & LLINÀS-AUDET, X. (2013). Estrategia en la universidad: ¿Cuestión de calidad, gerencialismo y relaciones político-financieras? Revista de Educación, 361, 95-116. HOWE-WALSH, L. & TURNBULL, S. (2016). Barriers to women leaders in academia: tales from science and technology. Studies in Higher Education, 41 (3). pp. 415-428. LLINÀS-AUDET, X., GIROTTO M. & SOLÉ, F. (2011). La dirección estratégica universitaria y la eficacia de las herramientas de gestión: el caso de las universidades españolas. Revista de Educación, 355, 33-54. MOREAU, M.P., OSGOOD, J. & HALSALL, A. (2007). Making sense of the glass ceiling in schools: an exploration of women teachers discourses. Gender and Education, 19, 2, 237-253. POUNDER, J.S. & COLEMAN , M. (2002). "Women better leaders than men? In general and educational management it still “all depends”", Leadership & Organization Development Journal, Vol. 23 Iss: 3, pp.122-133. RAGINS, B. R.; SUNDSTROM, E. (1989). Gender and power in organizations: A longitudinal perspective. Psychological Bulletin, Vol. 105 (1), 1989, 51-88. READ, B. & KEHM, B.M. (2016). Women as leaders of higher education institutions: a British–German comparison. Studies in Higher Education, 41 (5), pp. 815-827. SÁNCHEZ, M.P. & ELENA, S. (2007). New Management in Higher Education Institutions: introducing Intellectual Capital Approaches. Conradi Research Review, 41 (2), 71-85. SMITH, R. (2002). The role of the University Head of Department. A survey of Two British Universities. Educational Management Administration & Leadership, 30, 293-312. WHITCHURCH, C. (2008). Shifting Identities and Blurring Boundaries: The Emergence of Third Space Professionals in UK Higher Education. Higher Education Quarterly, 62 (4), 377-396. WHITCHURCH, C. & GORDON, G. (2010). Diversifying Academic and Professional Identities in Higher Education: Some Management Challenges. Tertiary Education and Management, 16 (2), 129– 144.
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