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Navigating the Executive Leadership Labyrinth in Higher NAVIGATING THE EXECUTIVE LEADERSHIP LABYRINTH IN HIGHER EDUCATION: EXPERIENCES OF WOMEN LEADERS WHO ATTAINED CAREER ADVANCEMENT A Dissertation Presented in Partial Fulfillment for the Degree of Doctor of Philosophy with a Major in Education in the College of Graduate Studies University of Idaho by Sari Byerly May 2014 Major Professor: Mary Gardiner, Ph.D ii Authorization to Submit Dissertation This dissertation of Sari Byerly submitted for the degree of Doctor of Philosophy with a major in Education and titled “Navigating the Executive Leadership Labyrinth in Higher Education: Experiences of Women Leaders Who Attained Career Advancement” has been reviewed in final form. Permission, as indicated by the signatures and dates below, is now granted to submit final copies to the College of Graduate Studies for approval. Major Professor: _____________________________ Date______________ Mary E. Gardiner, Ph.D. Committee _____________________________ Date______________ Members: Kathryn Canfield-Davis, Ph.D. _____________________________ Date______________ Paul Goldman, Ph.D. _____________________________ Date______________ Jessica Caldwell-O’Keefe, Ph.D. Department Administrator: _____________________________ Date______________ Jeffrey S. Brooks, Ph.D. College of Education Dean: _____________________________ Date_____________ Corinne Mantle-Bromley, Ph.D. Final Approval and Acceptance Dean of the College of Graduate Studies: _____________________________ Date______________ Jie Chen, Ph.D. iiiiii Abstract The ascension of women into executive level leadership exists, and research is critical to reveal the experiences, paths, choices, and successes from the perspective of the leaders themselves. The purpose of this study was to explore perspectives of women currently employed in executive level leadership and who had therefore successfully navigated the challenges, to gain insight into how career advancement took place, in particular, examining women working in the area of higher education student services. The study used a qualitative multiple case study approach, using multiple sources of information, which allowed for a triangulation of data and in-depth emersion into each case. The data provided a rich array of information examining the lives and institutions where each of the women worked throughout their careers. First, participants did not ascend the traditional ladder to their vice president/chancellor without movement to multiple universities. Second, when it comes to leadership style participants expressed their preference was to be true to themselves, empower others, stay student-centered, and continue to learn. Third, participants spent their careers working through the internal dialogue that occurs alongside their leadership decisions. The implication of the current study showed women can penetrate the glass ceiling and move into leadership positions, but it does require the alignment of many factors in order to reach the executive level suite. iv Acknowledgments I am thankful to all the individuals who provided the support needed to complete this journey. Several of the women who collaborated with me in this project explained they would not be able to accomplish what they have without the support of their partner. I, too, am grateful for my loving partner, Joel, who has stuck with me through this voyage despite long nights, crazy schedules, and exhaustion. It has been his comfort, love, and acceptance that kept my head above water at times when the tides never seemed to cease. I have been inspired, motivated, and extremely grateful to my committee chair and advisor Dr. Mary Gardiner. She has served as a role model and mentor, showing me how to balance all the different aspects of life. Mary was available to me at many moments throughout this process for each I am forever grateful. I could not have asked for a better guide along my path. Thank you for believing in me. Thanks to Dr. Jess Caldwell-O’Keefe who reignited a spark inside me to use my voice and believe in myself. Thanks to Jess, I was able to co-present at the National Women’s Studies Association conference. Soaking in the energy of the many women who filled the hallways of the hotel in Oakland, California, gave me the extra energy I needed to complete this project. I am appreciative for the many hours Jess spent helping me prepare to present pieces of what appears in this full-length dissertation. Dr. Michael Johnson and Dr. Kathryn Canfield-Davis, your comments and guidance at the numerous stages in the prelims and proposal process has been a gift. The time spent giving me both positive and constructive feedback throughout pushed me to think critically about all aspects of my study and sharpen my writing. Thank you. Throughout the journey to my dissertation defense, I would like to thank my committee v v Dr. Jess Caldwell O’Keefe, Dr. Kathryn Canfield-Davis, Dr. Paul Goldman, and my committee chair Dr. Mary Gardiner. Thank you to my family and friends who created a never-ending trail of support: Papa, Dad, Debra and Michael Tweedy, Aimee Penland, Kara Tomei, Heidi Marcks, Jan Stephens, Rae Casey, Scotty Stobie, Cheryl Zimmer, Tracy Birdsell, Andrea Brockmeyer, and my trusty babysitters Sara Nichols, Alyssa Record and Kimbriel Stoker. I am grateful to the wonderful women in my family. To my Granny, who was always proud to tell folks I was working on a doctrine. I never had the heart to correct her; however, after completing this process, I think she may have known something I did not. My mom, who inspires me each day and has always encouraged me to endure and to speak out against injustice, a gift I am eternally grateful to have. My wonderful sisters, who have answered the phone in the middle of the night to give me encouragement, I am so grateful for you Jessica and Ashley. And to my wonderful daughter Emerson, who inspires me and gives my work purpose. vivi Dedication This work is dedicated to the women in my life who supported and guided me through my entire educational journey. Thank you, Roma Byerly, Cynthia Byerly, Jessica Hasler, Ashley Hasler, Emerson Byerly-Tweedy, Aimee Penland, Therese Bird, Jill Lunceford, Kathy Felker, Jerri Mizrahi, and Mary Gardiner. I also dedicate this work to the wonderful women who collaborated on this project with me. vii Table of Contents Authorization to Submit ...................................................................................................... ii Abstract .............................................................................................................................. iii Acknowledgments.............................................................................................................. iv Dedication .......................................................................................................................... vi Table of Contents ............................................................................................................. vii List of Figures ................................................................................................................... xi List of Tables ................................................................................................................... xii Chapter 1: Introduction ........................................................................................................1 Background to the Research ......................................................................................1 Women in Leadership Research ..............................................................................3 Women Working in Educational Leadership ...........................................................6 Research Problem and Purpose of the Study .........................................................10 Research Questions ................................................................................................11 Operational Definitions ..........................................................................................11 Summary ................................................................................................................14 Chapter 2: Review of the Literature ...................................................................................17 Theoretical Framework ..........................................................................................17 Feminist Theory .........................................................................................17 Transformational Leadership .....................................................................28 Third Shift ..................................................................................................35 Women in Higher Education .................................................................................38 Historical Background to Student Affairs Division in Higher Education .............42 viiiviii Summary ................................................................................................................44 Chapter 3: Research Methods ............................................................................................47 Purpose of Study ....................................................................................................47 Research Questions ................................................................................................47 Research Design.....................................................................................................48 Participants .............................................................................................................51
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