Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/239796 
Year of Publication: 
2017
Citation: 
[Journal:] Administrative Sciences [ISSN:] 2076-3387 [Volume:] 7 [Issue:] 2 [Publisher:] MDPI [Place:] Basel [Year:] 2017 [Pages:] 1-20
Publisher: 
MDPI, Basel
Abstract: 
As recent graduates of a women's-only leadership development program in higher education in the United States, we used autoethnography as a research methodology to provide critical insight into effective women's leadership programming and evaluation. The potential of this methodology as both a learning process and product helped elucidate two key findings: (1) to effectively develop women leaders, work must be done at the personal, interpersonal, and organizational levels, as these levels are interrelated and interdependent; and (2) women's multiple identities must be engaged. Therefore, relationship-building should be a central learning outcome and facilitated through program curricula, pedagogical methods, and evaluation. Including autoethnography as a program evaluation methodology fills a gap in the literature on leadership development, and supports our goal of making meaning of our personal experiences in order to enhance women's leadership development.
Subjects: 
women's leadership
leadership program evaluation
gender equity
intersectionality
identity
higher education
career advancement
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by Logo
Document Type: 
Article
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