Dr. Susan R. Madsen is an associate professor of management at Utah Valley State College. She has recently interviewed 10 women university presidents and 10 women governors for two qualitative research studies on the development of high level women leaders. Her past research is widely published in scholarly journals, and she is currently writing and publishing two books on the results of these in-depth interviews. Susan presents nationally and internationally on her work. She obtained her doctorate degree from the University of Minnesota in Work, Community, and Family Education with a specialization in Human Resource Development. For the past 15 years she has also been an independent management consultant focusing on leadership, individual and organizational change, training and development, wellness, and work-life issues. She enjoys facilitating seminars and workshops for women in a variety of settings. Susan lives in Highland, Utah with her husband and four teenage children.
The purpose of this study was
to explore the influences that current Chinese women administrators believed were
most important in assisting them throughout their lives to prepare for their
current leadership roles and responsibilities within higher education. In-depth,
qualitative interviews were conducted with three university administrators within
the Sichuan province of China.
The results indicate that specific influences during different life phases provided
unique experiences that enhanced their leadership competencies. This study
provides some preliminary themes that can serve as the basis for continued
research in China
regarding women and leadership in higher education.
Pursuing excellence in higher education requires constant and continuous change. Yet, many educational leaders do not understand how to effectively motivate and prepare employees for change. This article presents Armenakis’ model for change readiness positioned within a higher educational framework. The model’s five message components can be used as a tool to 1) assess individual and organizational change readiness, 2) determine and isolate specific readiness issues to customize readiness enhancement interventions, 3) investigate stalled efforts to understand and determine problems and challenges that may not have been previously viable, and 4) stimulate more in-depth thinking with regard to readiness issues at all levels.
The purpose of this research project was to explore the lived experiences of women university presidents in developing the knowledge, skills, abilities, and competencies required for successful leadership in higher education. This specific report focuses on the educational backgrounds and career paths of these women. Ten women university presidents were interviewed for two to three hours each using the phenomenological research approach. Interviews were audiotaped and transcribed, and theme generation techniques used. Although there were some similarities
among the women in terms of educational backgrounds and employment positions, the data show that presidents can emerge from a wide variety of backgrounds and experiences. Specific job titles are not as important as opportunities to learn and develop through a wide variety of positions, responsibilities, and experiences. It was discovered that no president followed a formal career path. This paper offers important implications. Understanding the experiences and perceptions of these women provides insight into the types of activities, influences, and experiences that are beneficial for women to develop the knowledge, skills, and competencies required for effective leadership.
