School of Education, Liberty University, Lynchburg, Virginia, USA.
Graduate School of Education & Human Development, The George Washington University, Washington, District of Columbia, USA.
J Womens Health (Larchmt). 2021 May;30(5):672-680. doi: 10.1089/jwh.2020.8758. Epub 2020 Oct 16.
Although numerous programs have evolved to develop leadership skills in women, few have conducted rigorous longitudinal evaluation of program outcomes. The purpose of this evaluation study is to measure the continuing impact of the Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) program in its third decade of operation and to compare outcomes for graduates across the two programs (ELAM and Executive Leadership in Academic Technology, Engineering and Science [ELATES at Drexel]), using a revised Leadership Learning and Career Development (LLCD) Survey. The LLCD survey was administered to program graduates between 2013 and 2016 upon entry, immediately after graduation, and 2 years after program completion. Two-way mixed effects analysis of variances were used to analyze differences between programs and changes over time. Descriptive statistics and narrative responses were analyzed for trends and themes. Of 287 graduates, 69% responded to all three survey administrations. Respondents rated competencies in strategic finance, organizational dynamics, communities of leadership practice, and personal and professional leadership development as highly important at all points of measurement. Ratings of ability to conduct the selected competencies (, self-efficacy), increased during the program and were maintained over the 2 years that followed. Applications and offers for leadership positions increased over the course of the program and the subsequent 2 years. Respondents showed a strong preference for serving the institution that both sponsored their participation in the leadership program development and supported their continuing contributions to the institution. Personal development goals became more elaborated, institutionally focused, and strategic. The findings support the effectiveness of two national leadership programs in supporting growth and maintenance of graduates' self-efficacy as they advanced in institutional leadership roles. The findings also provide practical direction for leadership professional development curricula and institutional support that can help to decrease the gender gap in academic leadership.
尽管有许多项目已经发展起来，以培养女性的领导能力，但很少有项目对项目成果进行严格的纵向评估。本评估研究的目的是衡量 Hedwig van Ameringen 学术医学执行领导力 (ELAM) 项目在其运营的第三个十年中的持续影响，并使用经过修订的领导力学习和职业发展 (LLCD) 调查，比较两个项目（ELAM 和学术技术、工程和科学执行领导力 [ELATES 在德雷塞尔]）的毕业生的成果。在 2013 年至 2016 年间，LLCD 调查在项目毕业生入学时、毕业后立即以及项目完成后 2 年时向他们发放。采用双向混合效应方差分析来分析项目之间的差异和随时间的变化。对描述性统计和叙述性回复进行了分析，以了解趋势和主题。在 287 名毕业生中，69%的人对所有三次调查回复做出了回应。受访者在所有三个测量点都对战略财务、组织动态、领导力实践社区以及个人和专业领导力发展方面的能力评价为高度重要。在项目期间，能力评估（自我效能感）提高，在随后的 2 年中保持不变。在项目期间和随后的 2 年中，领导职位的申请和机会增加。受访者强烈倾向于为赞助他们参与领导力项目发展的机构和支持他们继续为机构做出贡献的机构服务。个人发展目标变得更加详细、机构化和战略性。这些发现支持了两个国家领导力项目的有效性，它们支持毕业生在机构领导角色中成长和维持自我效能感。这些发现还为领导力专业发展课程和机构支持提供了实际指导，有助于减少学术领导力中的性别差距。
