|
|
Books > Social sciences > Education > Higher & further education > General
Discussions surrounding the bias and discrimination against women
in business have become paramount within the past few years. From
wage gaps to a lack of female board members and leaders, various
inequities have surfaced that are leading to calls for change. This
is especially true of Black women in academia who constantly face
the glass ceiling. The glass ceiling represents the metaphor for
prejudice and discrimination that women may experience in the
attainment of leadership positions. The glass ceiling is a barrier
so subtle yet transparent and strong that it prevents women from
moving up. There is a need to study the trajectory of Black females
in academia specifically from faculty to leadership positions and
their navigation of systemic roadblocks encountered along their
quest to success. Black Female Leaders in Academia: Eliminating the
Glass Ceiling With Efficacy, Exuberance, and Excellence features
full-length chapters authored by leading experts offering an
in-depth description of topics related to the trajectory of Black
female leaders in higher education. It provides evidence-based
practices to promote excellence among Black females in academic
leadership positions. The book informs higher education top-level
administration, policy experts, and aspiring leaders on how to best
create, cultivate, and maintain a culture of Black female
excellence in higher education settings. Covering topics such as
barriers to career advancement, the power of transgression, and
role stressors, this premier reference source is an essential
resource for faculty and administrators of higher education,
librarians, policymakers, students of higher education,
researchers, and academicians.
 |
Index; 2003
(Hardcover)
University of Massachusetts at Amherst
|
R835
Discovery Miles 8 350
|
Ships in 18 - 22 working days
|
|
|
Recently, the priorities of higher education have adjusted; where
before the focus was primarily on the financial side of education,
institutions now consider people to be their main source of value
and education to be much more than the production and dissemination
of knowledge. Due to this, a gap has been created between decades
of emphasis on financing and the undermining of the qualitative
requirements of education. New Perspectives on Using Accreditation
to Improve Higher Education outlines key issues that must be
addressed if accreditation agencies globally are to achieve their
primary objective of ensuring that universities and the degree
programs they offer are of even greater quality than they are at
present. Covering topics such as leadership, assessment, and
sustainability, this reference work is ideal for principals,
policymakers, higher education staff, researchers, scholars,
academicians, practitioners, instructors, and students.
Research in the field of education for sustainable development
(ESD) is of growing concern to meet the needs of the diverse
student populations in various higher education institutions.
People around the world recognize that current economic development
trends are not sustainable and that public awareness, education,
and training are key to moving society toward sustainability.
Although ESD continues to grow both in content and pedagogy and its
visibility and respect have grown in parallel, education officials,
policymakers, educators, curriculum developers, and others are
called upon to rethink education in order to contribute to the
achievement of the goals of sustainable development in higher
education. Implications of Sustainable Development in Higher
Education: Teaching, Learning, and Assessment provides insight
regarding the implications of ESD for teaching, learning, and
assessment in higher education and demonstrates the value of
adopting an ESD lens by broadening and strengthening the evidence
base of the impact that this can make for students, educators, and
society as a whole. Covering key topics such as assessment,
globalization, and inclusion, this reference work is ideal for
university leaders, administrators, policymakers, researchers,
scholars, practitioners, academicians, instructors, and students.
|
|