Wong Anne, McKey Colleen, Baxter Pamela
Department of Anesthesia, McMaster University Faculty of Health Sciences , McMaster University, Hamilton, Canada.
School of Nursing, Faculty of Health Sciences, McMaster University , Hamilton, Canada.
J Health Organ Manag. 2018 Sep 17;32(6):779-792. doi: 10.1108/JHOM-02-2018-0061. Epub 2018 Sep 19.
Women continue to be disproportionately represented in top leadership positions. Leadership development programs typically focus on skills attainment. The purpose of this paper is to explore the perceptions and experiences of academic leaders in order to inform how leadership development programs may more effectively address the gender gap in leadership.
DESIGN/METHODOLOGY/APPROACH: A sequential mixed methods study design was used. Participants completed the Leadership Practice Inventory ®(LPI) survey followed by individual interviews of a subset of participants. The survey results were analyzed and compared by gender using the t-test. Thematic analysis was used to compare themes across and between genders. Quantitative and qualitative findings were integrated in the final analysis.
In total, 65 leaders (38 women; 27 men) (37.7 percent response rate) participated in the survey. There were no significant demographic or statistical differences between women and men on any of the LPI® components. Five women and five men were interviewed. Thematic analysis revealed common leadership aspirations and values. Gender differences were noted in leadership attainment, mentorship and the influence of gender on leadership. While the male narratives reflected cognitive awareness of gender inequities, the female narratives also included lived experiences. Male participants focused on the importance of meritocracy whereas the female participants emphasized the gendered social and structural influences on leadership attainment.
Leadership development programs need go beyond generic "skills-building" in order to conceptualize leadership within a gendered social context. This framework will enable critical awareness and tools for developing both women and men's fullest leadership potential.
ORIGINALITY/VALUE: This study was conducted in order to better understand how academic health leaders experience the intersection of gender and leadership. The findings contribute to the current literature by providing insight into perceptual gaps that exist at the level of practice between women and men leaders. In doing so, the authors discuss how leadership development programs may play a more effective role in addressing gender equity in leadership.
在高层领导职位中，女性所占比例仍然严重失调。领导力发展项目通常侧重于技能培养。本文旨在探究学术领导者的看法和经历，以便为领导力发展项目如何更有效地解决领导力方面的性别差距提供参考。
设计/方法/途径：采用了顺序混合方法研究设计。参与者完成了《领导力实践量表》（LPI）调查，随后对部分参与者进行了个人访谈。使用t检验按性别对调查结果进行分析和比较。采用主题分析法比较不同性别之间的主题。在最终分析中整合了定量和定性研究结果。
共有65位领导者（38名女性；27名男性）参与了调查（回复率为37.7%）。在LPI的任何组成部分上，女性和男性之间在人口统计学或统计学上均无显著差异。对5名女性和5名男性进行了访谈。主题分析揭示了共同的领导抱负和价值观。在领导力获得、导师指导以及性别对领导力的影响方面发现了性别差异。虽然男性的叙述反映了对性别不平等的认知意识，但女性的叙述还包括实际经历。男性参与者强调精英管理的重要性，而女性参与者则强调性别化的社会和结构因素对领导力获得的影响。
领导力发展项目需要超越一般的“技能培养”，以便在性别化的社会背景中对领导力进行概念化。这一框架将有助于培养批判性意识，并提供工具来开发女性和男性的最大领导潜力。
原创性/价值：开展这项研究是为了更好地理解学术健康领域的领导者如何体验性别与领导力的交叉。研究结果通过深入了解男女领导者在实践层面存在的认知差距，为当前文献做出了贡献。在此过程中，作者讨论了领导力发展项目如何在解决领导力方面的性别平等问题上发挥更有效的作用。
