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WOMEN’S PERCEPTIONS OF LEADERSHIP IN DISTANCE EDUCATION

Year 2014, Volume: 3 Issue: 3, 27 - 41, 01.07.2014

Gülay Ekren

Abstract

Leaders are making differences; they are leaders because of having different characteristics than others. In the literature, definite leadership styles were described which were arising from these different structures of leaders. Studies on women's leadership styles began in the mid-1970s. In the 1990s researches focused on leadership style which was most suitable for women or men. The purpose of this study is to evaluate whether any leadership style has convenient for women in distance education and how women assess themselves as a distance education leader and to assist in improving the leadership capabilities of distance education leaders by identifying women’s perceptions of leadership characteristics of distance education leaders. By choosing one of the most focused leadership styles in the literature, an appropriate leadership style has asked to participants (132 women staff of distance education institutions in Turkey) for defining themselves, then the demographic and personal attributes (age, appellation, duty, management status, distance education experience) of these women were compared with their own leadership styles defined by them. Then thirty-seven leadership attributes identified by Leadership Attributes Inventory (LAI) have been asked to participants to describe the characteristics of distance education leaders. This study is also drawn an attention to the lack of women managers in especially senior managements of distance education institutions.

Keywords

Women distance education leadership Turkey

References

  • Acker, S. (2014). A foot in the revolving door? Women academics in lower-middle management. Higher Education Research & Development, 33 (1), 73-85.
  • Aiston, S. J. (2014). Leading the academy or being led? Hong Kong women academics.
  • Higher Education Research & Development, 33(1), 59-72. Abiodun, F. O. (2008). Distance Learning and Women Marginalization: The Gender
  • Oriented Perspective (G.O.P.), the Fifth Pan-Commonwealth Forum on Open and Distance Learning, University of London, UK. Blackmore, J. (2014). ‘Wasting talent’? Gender and the problematics of academic disenchantment and disengagement with leadership. Higher Education Research & Development, 33 (1), 86-99.
  • Bradley, D. (2013). Grasping the Opportunities: Women Leaders in Higher Education.
  • Women and Leadership, 59. Bronznick, S. & Goldenhar, D. (2008). 21st Century Women’s Leadership. Research Center for Leadership in Action, NYU Wagner.
  • Departmant for Communities, Women Interests, Government of Western Australia (2010). Women in Leadership Strategies for Change. Maureen Bickley Centre for Women in Leadership, Curtin University of Technology, W. Australia.
  • Dris, R. (2012). Analitical Ability to Become Women Teachers Leaders in School.
  • International Women Online Journal of Distance Education, 1 (3), 24-26. Eagly, A. H. & Carli, L. L. (2003). The female leadership advantage: An evaluation of the evidence. The leadership quarterly, 14 (6), 807-834.
  • Eagly, A. H., Johannesen-Schmidt, M. C. & Van Engen, M. L. (2003). Transformational, transactional, and laissez-faire leadership styles: a meta-analysis comparing women and men. Psychological bulletin, 129 (4), 569.
  • Fisher, H. E. (2005). The natural leadership talents of women. In Coughlin, L., Wingard,
  • E.& Hollihan, K. (Eds), Enlightened Power, 133-149. Folta, S. C., Seguin, R. A., Ackerman, J. & Nelson, M. E. (2012). A qualitative study of leadership characteristics among women who catalyze positive community change. BMC public health, 12 (1), 383.
  • Gallant, A. (2014). Symbolic Interactions and the Development of Women Leaders in
  • Higher Education. Gender, Work and Organization, 21 (3), 203-216. Gourley, B. (2013). Helping Other Women to Become Leaders in Open and Distance
  • Higher Education. Women and Leadership, 47. Higher Education Council (HEC) of Turkey (2010). Protocols. Retrieved June 19, 2014. https://bologna.yok.gov.tr
  • Hoag, C. L. & Schrunk, O. (2011). H3: The Evidence of Leadership. International Journal for Professional Educators, 44.
  • Kaur, A. (2013). Becoming a Leader in Instructional Design in an Open University. Women and Leadership, 33.
  • Latchem, C., Kanwar, A., & Ferreira, F. (2013). Conclusion: Women Are Making a
  • Difference. Women and Leadership, 157. Li, C., Bao, L. & Jiang, Q. (2013). Leadership styles of entrepreneurial women in eastern
  • China: Characteristics and differences. Social Behavior and Personality: an international journal, 41 (3), 421-431. Lord, L. A. & Preston, A. (2009). Understanding leadership experiences: the need for story sharing and feminist literature as a survival manual for leadership. Gender and Education, 21(6), 769-777.
  • Maseko, B. M., & Proches, C. N. G. (2013). Leadership Styles Deployed by Women Project
  • Managers. Gender & Behaviour, 11 (2), 5663-5672.
  • McDermott, L. (2014). Women, Seize Your Leadership Role, T+D, 68 (3), 28-33.
  • Morley, L. (2014). Lost leaders: Women in the global academy. Higher Education Research & Development, 33 (1), 114-128.
  • Moss, J., Lambrecht, J. J., Jensrud, Q., & Finch, C. R. (1994). Leadership attributes inventory manual. Macomb, IL: National Center for Research in Vocational Education
  • Materials Distribution Service Western Illinois University. Nkomo, S. M. & Ngambi, H. (2009). African women in leadership: Current knowledge and a framework for future studies. International Journal of African Renaissance Studies, 4 (1), 49-68.
  • Odhiambo, G. (2011). Women and higher education leadership in Kenya: a critical analysis. Journal of Higher Education Policy and Management, 33 (6), 667-678.
  • Panigrahi, M. R. (2013). Perception of Secondary School Stakeholders Towards Women
  • Representation in Educational Leadership in Hararı Region Of Ethiopia. International Women Online Journal of Distance Education, 2 (1), 03. Shahtalebi, S., Yarmohammadian, M. H. & Ajami, S. (2011). Women's success factors from leadership in higher education. Procedia-Social and Behavioral Sciences, 15, 3644-3647.
  • Simonson, M. (2004). Definition of a Distance Learning Leader. Retrieved June 19, 2014. http://schoolofed.nova.edu/dll/definition_dll.htm
  • Ugurlu, O. & Hovardaoglu, S. (2011). Liderlik Davranışının Değerlendirilmesinde Liderin
  • White, K., Carvalho, T. & Riordan, S. (2011). Gender, power and managerialism in universities. Journal of Higher Education Policy and Management, 33 (2), 179-188.
  • White, K. & Ozkanlı, O. (2010). A comparative study of perceptions of gender and leadership in Australian and Turkish universities. Journal of higher education policy and management, 33 (1), 3-16.

Year 2014, Volume: 3 Issue: 3, 27 - 41, 01.07.2014

Gülay Ekren

Abstract

References

  • Acker, S. (2014). A foot in the revolving door? Women academics in lower-middle management. Higher Education Research & Development, 33 (1), 73-85.
  • Aiston, S. J. (2014). Leading the academy or being led? Hong Kong women academics.
  • Higher Education Research & Development, 33(1), 59-72. Abiodun, F. O. (2008). Distance Learning and Women Marginalization: The Gender
  • Oriented Perspective (G.O.P.), the Fifth Pan-Commonwealth Forum on Open and Distance Learning, University of London, UK. Blackmore, J. (2014). ‘Wasting talent’? Gender and the problematics of academic disenchantment and disengagement with leadership. Higher Education Research & Development, 33 (1), 86-99.
  • Bradley, D. (2013). Grasping the Opportunities: Women Leaders in Higher Education.
  • Women and Leadership, 59. Bronznick, S. & Goldenhar, D. (2008). 21st Century Women’s Leadership. Research Center for Leadership in Action, NYU Wagner.
  • Departmant for Communities, Women Interests, Government of Western Australia (2010). Women in Leadership Strategies for Change. Maureen Bickley Centre for Women in Leadership, Curtin University of Technology, W. Australia.
  • Dris, R. (2012). Analitical Ability to Become Women Teachers Leaders in School.
  • International Women Online Journal of Distance Education, 1 (3), 24-26. Eagly, A. H. & Carli, L. L. (2003). The female leadership advantage: An evaluation of the evidence. The leadership quarterly, 14 (6), 807-834.
  • Eagly, A. H., Johannesen-Schmidt, M. C. & Van Engen, M. L. (2003). Transformational, transactional, and laissez-faire leadership styles: a meta-analysis comparing women and men. Psychological bulletin, 129 (4), 569.
  • Fisher, H. E. (2005). The natural leadership talents of women. In Coughlin, L., Wingard,
  • E.& Hollihan, K. (Eds), Enlightened Power, 133-149. Folta, S. C., Seguin, R. A., Ackerman, J. & Nelson, M. E. (2012). A qualitative study of leadership characteristics among women who catalyze positive community change. BMC public health, 12 (1), 383.
  • Gallant, A. (2014). Symbolic Interactions and the Development of Women Leaders in
  • Higher Education. Gender, Work and Organization, 21 (3), 203-216. Gourley, B. (2013). Helping Other Women to Become Leaders in Open and Distance
  • Higher Education. Women and Leadership, 47. Higher Education Council (HEC) of Turkey (2010). Protocols. Retrieved June 19, 2014. https://bologna.yok.gov.tr
  • Hoag, C. L. & Schrunk, O. (2011). H3: The Evidence of Leadership. International Journal for Professional Educators, 44.
  • Kaur, A. (2013). Becoming a Leader in Instructional Design in an Open University. Women and Leadership, 33.
  • Latchem, C., Kanwar, A., & Ferreira, F. (2013). Conclusion: Women Are Making a
  • Difference. Women and Leadership, 157. Li, C., Bao, L. & Jiang, Q. (2013). Leadership styles of entrepreneurial women in eastern
  • China: Characteristics and differences. Social Behavior and Personality: an international journal, 41 (3), 421-431. Lord, L. A. & Preston, A. (2009). Understanding leadership experiences: the need for story sharing and feminist literature as a survival manual for leadership. Gender and Education, 21(6), 769-777.
  • Maseko, B. M., & Proches, C. N. G. (2013). Leadership Styles Deployed by Women Project
  • Managers. Gender & Behaviour, 11 (2), 5663-5672.
  • McDermott, L. (2014). Women, Seize Your Leadership Role, T+D, 68 (3), 28-33.
  • Morley, L. (2014). Lost leaders: Women in the global academy. Higher Education Research & Development, 33 (1), 114-128.
  • Moss, J., Lambrecht, J. J., Jensrud, Q., & Finch, C. R. (1994). Leadership attributes inventory manual. Macomb, IL: National Center for Research in Vocational Education
  • Materials Distribution Service Western Illinois University. Nkomo, S. M. & Ngambi, H. (2009). African women in leadership: Current knowledge and a framework for future studies. International Journal of African Renaissance Studies, 4 (1), 49-68.
  • Odhiambo, G. (2011). Women and higher education leadership in Kenya: a critical analysis. Journal of Higher Education Policy and Management, 33 (6), 667-678.
  • Panigrahi, M. R. (2013). Perception of Secondary School Stakeholders Towards Women
  • Representation in Educational Leadership in Hararı Region Of Ethiopia. International Women Online Journal of Distance Education, 2 (1), 03. Shahtalebi, S., Yarmohammadian, M. H. & Ajami, S. (2011). Women's success factors from leadership in higher education. Procedia-Social and Behavioral Sciences, 15, 3644-3647.
  • Simonson, M. (2004). Definition of a Distance Learning Leader. Retrieved June 19, 2014. http://schoolofed.nova.edu/dll/definition_dll.htm
  • Ugurlu, O. & Hovardaoglu, S. (2011). Liderlik Davranışının Değerlendirilmesinde Liderin
  • White, K., Carvalho, T. & Riordan, S. (2011). Gender, power and managerialism in universities. Journal of Higher Education Policy and Management, 33 (2), 179-188.
  • White, K. & Ozkanlı, O. (2010). A comparative study of perceptions of gender and leadership in Australian and Turkish universities. Journal of higher education policy and management, 33 (1), 3-16.
There are 33 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Gülay Ekren

Publication Date July 1, 2014
Published in Issue Year 2014 Volume: 3 Issue: 3

Cite

APA Ekren, G. (2014). WOMEN’S PERCEPTIONS OF LEADERSHIP IN DISTANCE EDUCATION. International Women Online Journal Of Distance Education, 3(3), 27-41.
AMA Ekren G. WOMEN’S PERCEPTIONS OF LEADERSHIP IN DISTANCE EDUCATION. International Women Online Journal Of Distance Education. July 2014;3(3):27-41.
Chicago Ekren, Gülay. “WOMEN’S PERCEPTIONS OF LEADERSHIP IN DISTANCE EDUCATION”. International Women Online Journal Of Distance Education 3, no. 3 (July 2014): 27-41.
EndNote Ekren G (July 1, 2014) WOMEN’S PERCEPTIONS OF LEADERSHIP IN DISTANCE EDUCATION. International Women Online Journal Of Distance Education 3 3 27–41.
IEEE G. Ekren, “WOMEN’S PERCEPTIONS OF LEADERSHIP IN DISTANCE EDUCATION”, International Women Online Journal Of Distance Education, vol. 3, no. 3, pp. 27–41, 2014.
ISNAD Ekren, Gülay. “WOMEN’S PERCEPTIONS OF LEADERSHIP IN DISTANCE EDUCATION”. International Women Online Journal Of Distance Education 3/3 (July 2014), 27-41.
JAMA Ekren G. WOMEN’S PERCEPTIONS OF LEADERSHIP IN DISTANCE EDUCATION. International Women Online Journal Of Distance Education. 2014;3:27–41.
MLA Ekren, Gülay. “WOMEN’S PERCEPTIONS OF LEADERSHIP IN DISTANCE EDUCATION”. International Women Online Journal Of Distance Education, vol. 3, no. 3, 2014, pp. 27-41.
Vancouver Ekren G. WOMEN’S PERCEPTIONS OF LEADERSHIP IN DISTANCE EDUCATION. International Women Online Journal Of Distance Education. 2014;3(3):27-41.