Gender and Problem Solving: Implications for Leadership in Higher Education

Abstract

Leading and managing change through complex problem solving is an integral part of higher education. Yet, appropriately assessing and understanding one another through this work is difficult. Kirton’s Adaption-Innovation (A-I) theory explains problem-solving preferences; namely how people generate ideas, perceive and engage with structures in order to implement ideas, and respond to rules and group norms differently. While there is a dearth of literature related specifically to gender and problem-solving style preference, the environment assuredly influences behavior. Gendered expectations may warrant a behavioral response that is the result of coping to fit, rather than an exhibition of true preference. It is conjectured that genderinfluenced workforce behavior, if at a gap from preferred method of implementing change, can result in poor person-organization (P-O) fit and may adversely impact the success and retention of women in higher education. In this round table, we will explore how problem-solving style impacts the perceptions of women and how those perceptions impact their experiences in higher education. Understanding differences in preferred problem-solving styles can lead to an environment where problem-solving diversity is appreciated (Kirton, 2011). Further, as leadership educators, we can better understand methods for providing training and workshops that fully embrace preferred problem-solving styles and cognitive diversity in breaking down barriers of women’s success in higher education.