Challenges and Breakthroughs of Female Department Chairs Across Disciplines in Higher Ed

Advancing Women In Leadership Journal Volume 29, 2009 Analysis of the Data The systematic analytical process I used aligned with a basic qualitative study design (Miles & Huberman, 1994). After computing numerical outcomes for the demographic information, I then analyzed the written responses by identifying key words and phrases. This analysis was performed independently and then jointly: Four peer assessors who were blind to the starting conjectures/hypotheses regarding gender issues performed a separate analysis of the data (sample sets). A doctoral student “trained” in qualitative methods also analyzed the data. A total of six individuals independently verified the conclusions described herein.

To formulate this analysis, we each coded the data using as a guide the question, what do female department chairs who are academic leaders across disciplines have to share about their experience of the role? Systematic analysis procedures included identification and initial coding of text, development of categories by methods of constant comparison, and generation of themes that emerged from these categories (Gall, Gall, & Borg, 2005). I searched the coded data for units of meaning, collapsed and refined categories, and explored relationships and patterns until consensus and saturation were reached. The coded responses were placed in separate tables (one per survey question), the most illuminative of which are included. Trustworthiness of the data, and its interpretation, was established by combining data procedures with inter-rater reliability.

Thematic Results from Survey Experience, politics, willingness, organizational ability, a strong work ethic, and an ability to get along with faculty and leaders were cited as factors leading to these women leaders’ departmental positions. In fact, they listed both qualifications (e.g., relevant leadership experience) and qualities (namely, good listener, effective mediator, fair, competent, detailed, flexible, collegial, collaborative, and innovative) that together communicate some sense of what was involved in supporting these academics as candidates for the chairship. Some attributed their advancement as leaders more to their qualities than their qualifications. As faculty members, many had launched new approaches to instructional, curricular, and delivery systems.

Although not technically qualifications, the female chairs specified that they were elected or selected for this role, or it was their turn, or no one else who would take it on. Many referred to particular circumstances or politics within their departments that meshed with their qualifications, giving rise to their current role. While their commitment to the department and profession in general was apparent, many shared that their chairship was a politically expedient decision, as in “We have a rotating chair and nobody really wants the position. It was my turn and I’m relatively sane,” and “It’s a hard job that no one else wanted.”

Rewards and Drawbacks for Department Chairs Concerning rewards or benefits for their service as department chair they illustrated not only advantages but also disadvantages, which underscore the complexity and hardship of this leadership position. They responded that tangible rewards are not compelling in most cases and that the pay-off is more intrinsic. For most, the salary benefits were modest; however, for some, the external rewards were lucrative and while these focused on salary supplements the benefits 11