An exploration of how women lead in a higher education setting when assumptions of the organizational culture are challenged by globalization
Bibliographic record
Abstract
This qualitative, exploratory case study explores how women leaders in a higher education setting work as the organizational culture is challenged by the dimensions of globalization.As a result of market forces, the trend to seek efficiencies in management, and the influences of technology, universities are undergoing profound and rapid change and the assumptions of the organizational culture are deeply threatened.The meaning and sense leaders can bring to the people who work with them may serve to lessen the frustration and angst inherent in this time of change (Schein, 2004).Based in the theoretical framework of Schein (1972, 1980, 1987, 1993, 2004) in organizational culture, change, and leadership and the feminist standpoint theory of D. Smith (1987, 1997, 2006), and informed by the perspectives of Wheatley (1992Wheatley ( , 2002Wheatley ( , 2007) ) on organizational and group change, the research examines the work of women leaders in a medium-sized Canadian university.It investigates the standpoint of their leadership as well as the perceptions of those they lead in this time of change.The research findings reveal that these women leaders are integrating authentic work, intentional work, and hard work into their leadership.It suggests that each woman leader brings her authentic self to the leadership, not as a role she is assuming, but rather, the essence of who she is in the world.Women's leadership has emerged as value-based, emotionally intelligent, and transformational.It is heart-felt and regenerative.Interviews with a total of 42 participants-10 women leaders and 32 people who work with them-and available organizational documents provided the primary data for the study.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".