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States that the situation of women in higher education in Australia is remarkably better than in other Western countries such as the USA. Gives a statistical overview from enrolment figures up to the proportion of women in vice chancellor positions in Australian universities. Emphasizes the State research policy and the efforts of universities which has led to these results. Outlines some of the practices employed.

For Black women faculty members, as well as academic and student affairs administrators, this book delineates the skills needed, and the range of possible pathways, for attaining administrative positions in higher education. Through the use of a specially commissioned survey, this book begins by identifying the skills and knowledge that Black women administrators report as most critical at different stages of their careers, as a foundation for the personal narratives of individual administrators' career progressions.

This study investigated the experiences of women with higher education on fertility rate in Mazabuka district, Zambia. It is based on contraceptive practice and reproduction, transcendence of cultural beliefs and practices that suppress women on fertility control. The study invoked the theory of demand and supply promulgated by Gary and Becker. The interpretive phenomenological research design was utilised. A sample of fifteen educated women, possessing a minimum of master's degree, were purposively sampled. Data was collected through face-to-face interviews was analysed, using Inductive Phenomenological Analysis (IPA) thematic analysis. The findings of the research among others, revealed that the years of schooling had affected educated women's fertility because they postponed marriage and child bearing due to schooling. The study also found that years of schooling had promoted, empowered and given women the independence to an extent that some men were intimidated to marry them. The women were also aware of the benefits, risks, effectiveness, effects and the correct use of contraceptives. Based on the findings, the study recommends, among others, the need for society to be sensitised on the social, economic and private benefits of marrying and having children with an educated woman.

As India gained Independence in 1947 Since then the Democratic Government has tried has taken appropriate measures to empower women Development .The first Indian women educationist savitribai phule has struggled a lot for women education she has laid the foundation of women education in the cloudy sky of discourses of feminism, cultural constraints. Yet the expected measures of success has not occurred due to reasons like Bureaucratic delays, Political Compulsion, Social and Cultural constraints and the continuing poverty of the masses. Yet in the last few decades' women education has played a firm role in the development of the individual, family, society, country and nations. It has overcome the orthodox society .cultural measures and gender in equality. Women education is the only measures to create awareness and gender equity among the society .For the provision of support for gender equity policies and practices ,some higher education institutions have taken an important step by establishing equal employment opportunity.So the present study was carried out in Baramati taluka womens role in higher education system .The contributions of women in higher education and research development. Survey was carried out from oll the institutions &colleges of Baramati Taluka

Both gender equality and education policy are important priorities on the political agenda in Europe. The Research and Training Network "Women in European Universities" focuses on higher education and women's career-perspectives in systems of higher education of seven European countries (Austria, France, Germany, Poland, Spain, Sweden and the United Kingdom). The main focus of the project is to explore the "glass-ceiling" that women meet when they chose a career in academia and strive for top rank positions such as professorships. As a first step in our research, it is important to understand the different systems of higher education, as well as recent changes and challenges to women in academia. This contextual analysis is one result of the first phase of the research project and shall provide information about the Swedish system of higher education. The Swedish system of higher education underwent fundamental changes in both organisational form and ideological practice during the last thirty years. Especially the three reforms in the 90's gave the higher education system in Sweden a new face: They gave more weight to management structures, fixed-term contracts and focused more on an Anglo-American model of higher education than on the "old" Humboldtian model. The reforms brought important changes for the Swedish system of higher education, but certain patterns remain untouched. One can still find the "hidden binary system" within university colleges representing institutions to undergraduate education and universities that offer post-graduate education and research. And to a certain extent, this builds the ground for the remaining persistence of sex-specific divisions in both fields of study and different posts on the academic career ladder.

The purpose of this study was to explore the emic concepts and self-perceptions of leadership of women working in South African Higher Education institutions (HEIs). The study uses a phenomenological-hermeneutical research approach and qualitative methods to analyse twenty-three semi-structured interviews and data from observations in organizations.Findings show that women in HEIs in South Africa prefer associating leadership with certain characteristics which correspond to their core values of human existence. These core values are seen to influence the actions of women in leadership positions in HEIs. Based on their self-perceptions, women leaders use mindfulness which is characterized by various self-competencies, defined attitudes, spirituality at work and certain management practices. However, women leaders also feel that their mindful practices seem to be misunderstood in a highly competitive HEI environment in South Africa.

PurposeThis paper seeks to point out the relationship between women leadership and their role in the transformation of university organizations, on the basis of eight case studies analysed in the framework of a broader research on women who occupy high‐managerial posts in Spanish universities.Design/methodology/approachTwo of the eight cases studied are more deeply described and discussed in terms of the relationship among the organizational context in which these women leaders perform their managerial functions, the leadership styles that they deploy, as well as the transformations they promoted in critical moments of the organizations that they head.FindingsEven though the differences in all these aspects between the two cases studied do not allow a single and homogeneous "feminine style" of management to be identified, a flexible and adaptive common orientation in terms of leadership was found, which leads one to suggest that leadership style is not a relevant issue when managing loosely coupled organizations. Furthermore, some conclusions were established about the ability of these woman managers both to read organizational culture and to drive such changes, preserving social cohesiveness and the workplace climate. To achieve this, they adopted a flexible leadership style on the basis of a wide range of power sources.Originality/valueThe findings support the idea that the loosely coupled structures characteristic of a higher education organization need "soft" ways of power management, oriented more towards informal social networks than formal issues. This allows one to discuss the innovative role that women potentially and actually play in higher education organizations.

A New Moral Vision -- Contents -- Acknowledgments -- Introduction: Engendering Ethical Education -- 1. Reorienting Righteousness: Toward a New Narrative of Gender and Religion in American Higher Education -- Part 1: Women Enter Higher Education, 1837-1875 -- 2. Ideological Origins of the Women's College: Catharine Beecher, Mary Lyon, and Mount Holyoke Female Seminary -- 3. Ideological Origins of Collegiate Coeducation: Oberlin College as a Sending City on a Hill -- 4. Separate or "Joint Education of the Sexes"? Religion, Science, and Class in National Debates