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Communicative Understandings of Women's Leadership Development:
From Ceilings of Glass to Labyrinth Paths, edited by Elesha L.
Ruminski and Annette M. Holba, intertwines the disciplines of
communication studies, leadership studies, and women's studies to
offer theoretical and practical reflection about women's leadership
development in academic, organizational, and political contexts.
Women's leadership development exists at the intersection of
consciousness-raising, communication competence, and education to
increase one's knowledge and practice of "leadership," which makes
the weaving together of these three disciplines important. Thus,
Communicative Understandings of Women's Leadership Development
claims a space for women's leadership studies and acknowledges the
paradigmatic shift from discussing women's leadership using the
glass ceiling phenomenon to what Eagly and Carli (2007) identify as
the labyrinth of leadership. Recognizing this metaphoric shift is
crucial because many women now develop leadership amid the
postmodern flux of organizational change; hierarchical, top-down
systems are being eroded in lieu of transformational,
collaborative, even improvisational leadership processes. Women's
leadership studies is emerging as a fruitful interdisciplinary area
that reframes the debate about whether we live, work, and learn
within a third-wave feminist or post-feminist context. While this
area might include feminist theorizing, it also might not emphasize
such epistemologies. For this reason, Ruminski and Holba's edited
collection explores and highlights a variety of feminist and
non-feminist intersections, and is thus an important and timely
contribution to both marking where we are with women's leadership
development in higher education and how women can further develop
themselves as leaders.
Communicative Understandings of Women's Leadership Development:
From Ceilings of Glass to Labyrinth Paths, edited by Elesha L.
Ruminski and Annette M. Holba, intertwines the disciplines of
communication studies, leadership studies, and women's studies to
offer theoretical and practical reflection about women's leadership
development in academic, organizational, and political contexts.
Women's leadership development exists at the intersection of
consciousness-raising, communication competence, and education to
increase one's knowledge and practice of "leadership," which makes
the weaving together of these three disciplines important. Thus,
Communicative Understandings of Women's Leadership Development
claims a space for women's leadership studies and acknowledges the
paradigmatic shift from discussing women's leadership using the
glass ceiling phenomenon to what Eagly and Carli (2007) identify as
the labyrinth of leadership. Recognizing this metaphoric shift is
crucial because many women now develop leadership amid the
postmodern flux of organizational change; hierarchical, top-down
systems are being eroded in lieu of transformational,
collaborative, even improvisational leadership processes. Women's
leadership studies is emerging as a fruitful interdisciplinary area
that reframes the debate about whether we live, work, and learn
within a third-wave feminist or post-feminist context. While this
area might include feminist theorizing, it also might not emphasize
such epistemologies. For this reason, Ruminski and Holba's edited
collection explores and highlights a variety of feminist and
non-feminist intersections, and is thus an important and timely
contribution to both marking where we are with women's leadership
development in higher education and how women can further develop
themselves as leaders.
This book is about teachers learning about teaching. As
increasingly complex educational models and new theories of student
learning have become part of the discourse of higher education,
college instructors have sought new opportunities for instructional
development. However, while more and more schools are supporting
these programs, there have been very few efforts to examine the
outcomes of faculty training. This book follows a group of faculty
through efforts to make their teaching more interactive, and
describes the results by reporting the reactions of the first-year
college students in their classes. Included along the way are the
personal reflections of the faculty members as they struggle with
new techniques, and revelations about what worked and what didn't.
The result is a compelling case for peer and institutional support
in the ongoing process of instructional development.
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