Gender and Problem Solving: Implications for Leadership in Higher Education

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dc.contributor.authorBush, Sarahen
dc.contributor.authorSeibel, Megan M.en
dc.contributor.authorNiewoehner-Green, Jeraen
dc.contributor.authorRodriguez, Maryen
dc.date.accessioned2022-01-21T21:43:03Zen
dc.date.available2022-01-21T21:43:03Zen
dc.date.issued2021-06-30en
dc.date.updated2022-01-21T21:43:01Zen
dc.description.abstractLeading 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.en
dc.description.notesYes, full paper (Peer reviewed?)en
dc.description.versionPublished versionen
dc.format.extentPages 368-373en
dc.format.extent6 page(s)en
dc.format.mimetypeapplication/pdfen
dc.identifier.orcidSeibel, Megan [0000-0003-1287-316X]en
dc.identifier.urihttp://hdl.handle.net/10919/107846en
dc.language.isoenen
dc.publisherAssociation of Leadership Educatorsen
dc.relation.urihttps://www.leadershipeducators.org/resources/Documents/ALE%202021%20Proceedings%20Final.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.titleGender and Problem Solving: Implications for Leadership in Higher Educationen
dc.title.serialAssociation of Leadership Educators: Leadership for a Global Neighborhooden
dc.typeConference proceedingen
dc.type.dcmitypeTexten
pubs.finish-date2021-07-01en
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/Agriculture & Life Sciencesen
pubs.organisational-group/Virginia Tech/Agriculture & Life Sciences/Agricultural Leadership and Community Educationen
pubs.place-of-publicationonlineen
pubs.start-date2021-06-28en

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