Turner, C., 2012. Difference works: Improving retention, productivity and profitability through inclusion. Austin, Texas: Live Oak Book Company.
A Framework for Women’s Professional Development
Women’s academic pathways are not linear and chronological in an age-related pattern. This requires a framework that accommodates the unique personal circumstances of women in accessing leadership. The gendered nature of Higher Education Institutions (HEIs) that emanates from the institutional culture and the perception of leadership in women as a culture of service has impacted negatively on women and leadership. Continuous interventions can address the shortage of women representation and also address the cultural and environmental factors that create barriers. The authors present a theoretical overview based on literature and previous empirical research, and propagate that a framework should be put in place towards a life-cycle continuum of professional development for women.
Moodly, A., & Toni, N. M., 2017. Accessing higher education leadership: towards a framework for women’s professional development. South African Journal of Higher Education, 31(3), 138-153.
Pipelines, Pathways, and Institutional Leadership
This infographic brief seeks to continue the conversation by offering an update of key descriptive statistics on women in higher education in an effort to promote dialogue on how to move the needle and increase the number of women leaders.
Johnson, H., 2016. Pipelines, pathways, and institutional leadership: An update on the status of women in higher education. American Council on Education – Center for Policy Research and Strategy. Available from: http://www.acenet.edu/news-room/Documents/Higher-Ed-Spotlight-Pipelines-Pathways-and-Institutional-Leadership-Status-of-Women.pdf