Reflections of Women in Higher Education

Scholarly work on leadership, both inside and outside the academy, has been male-centric, in that it most often has been conducted by men and focused on male leaders. As a result, male behaviors and characteristics in leadership roles have been the standard against which women leaders are assessed. Reflection research is employed in this article to examine the leadership experiences of three women higher education administrators in order to provide insight into women’s behaviors as academic leaders. The insights gained will help us understand how women navigate the male-centric realm of higher education administration, and can provide guidance for women in academic leadership positions and to those who aspire to academic leadership.

Dunn, D., Gerlach, J. M., & Hyle, A. E., 2014. Gender and leadership: Reflections of women in higher education administration. International Journal of Leadership and Change, 2(1), 2.


Mentoring in Higher Education Should be the Norm.

Despite a wealth of qualitative and quantitative data regarding the positive effects of higher education mentoring programs on faculty satisfaction, retention, tenure, and promotion, mentoring programs are not widespread. The authors examine evaluative data from the first four years of the Faculty Mentoring Program at West Chester University. Of the mentors and mentees who filled out evaluation surveys, 100% recommend the program to colleagues and the majority felt the program should become part of the culture and expectations at the university. Common themes emerged from content analysis of qualitative data: (a) centrality of relationship; (b) mentoring for planning and prioritizing career goals; (c) acquiring new skills; and (d) time and scheduling challenges.

Bean, N. M., Lucas, L., & Hyers, L. L., 2014. Mentoring in higher education should be the norm to assure success: Lessons learned from the Faculty Mentoring Program, West Chester University, 2008–2011. Mentoring & Tutoring: Partnership in Learning, 22(1), 56-73.