Literatura académica sobre el tema "Education, brainstorming, administrative structures, strategies"

Literature on gender, higher education administration, and leadership is reviewed using the framework of five principles derived from feminist psychology ( Worell & Johnson, 1997 ): (a) sociocultural context influences leadership situations, (b) power dynamics impact sociocultural structures, (c) people are active agents of coping and environmental change, (d) multiple perspectives are useful, and (e) collaboration is an important technique for changing organizations. Within this framework are discussions of the effects of historical context, gender discrimination and stereotyping, hierarchical organization, masculinized context, the interconnection between gender and status, and leadership as empowerment. Examples of administrative strategies that may promote feminist leadership behavior by college administrators are given, such as understanding behavior in context, promoting structural change, using active survival strategies, changing behavioral incentives, striving for activism and social justice, fostering interdisciplinary perspectives, and encouraging collaboration. Difficulties encountered by women attempting to change the higher education context and assume feminist leadership styles are discussed.

OBJECTIVES/SPECIFIC AIMS: N/A. METHODS/STUDY POPULATION: N/A. RESULTS/ANTICIPATED RESULTS: N/A. DISCUSSION/SIGNIFICANCE OF IMPACT: There is an increasing need to foster cross-disciplinary research to address complex problems within healthcare. The Sinai Team-based Translational Education Program: the URM Propeller (STTEP-UP) is a NCATS funded program through the Icahn School of Medicine at Mount Sinai. Its goal is to facilitate URM post-doctoral trainees becoming innovative leaders in clinical and translational research. The program includes a team-based research component, where fellows collaborate on a project. This year, disciplines represented by the four fellows include Cardiology, Psychiatry, Neurology, and Pediatrics. Identifying a clinical question and designing an investigation was facilitated by group brainstorming meetings with program mentors. Fellows designed a project to identify medical testing and prescribing that were not clinically indicated throughout the healthcare system, with the goal of exploring whether an intervention, including provider education, could reduce ordering practices. In addition to regular in-person meetings, a licensed virtual learning environment and free web-based sharing platform were used to foster collaboration. Challenges faced throughout this process, included fellows struggling to find protected time, difficulties accessing broad sets of data across the healthcare system, and overcoming administrative barriers between departments. Strengths of this approach, included fellows learning new research strategies and feeling a deeper sense of commonality with their peers. Overall, this experience supports the idea that cross-disciplinary research improves the collaboration and education of emerging researchers. However, addressing logistical and systems-based barriers may better facilitate this education and research.

Decolonization in Africa brought political independence to former colonies but it did not, as a rule, change the underlying social and economic structures of their societies. It passed political power to groups which had only a weak base in the economy (which was dominated by multinational capital, immigrant communities or traditional elites) and a limited stake in the prevailing social systems. It was obvious that in these circumstances political power would be used to bring about fundamental changes in economic and social structures. This tendency was reinforced by popular demands for greater social justice and economic opportunities. Anti-colonial struggles were inspired by a longing for greater human dignity and improved standards of living. Thus development inscribed itself large on the agenda for the future. This raised the question of the modalities for change. More and improved systems of education, agricultural reform, incentives for industrialization and enhanced administrative capacity would be necessary. However, it was an underlying assumption that all these changes would be affected within the framework of the constitution and the law. There were various reasons for this assumption. Despite its authoritarianism, the colonial state was a legally constituted and administered state. The metropolitan notions of legality underlay strategies for decolonization. The more complex the problems of ethnicity, especially the protection of the interests of the settlers, or of the balance between the traditional and new elites, the greater was the reliance on the law as a means of both providing the framework for and controlling public power.

BackgroundCross-border healthcare is complex, increasingly frequent and causes potential risks for patient safety. In this context, cross-border handovers or the transfer of patients from one country to another deserves particular attention. Although general handover has been the topic of extensive research, little is known about the challenges of handover across national borders, especially as perceived by stakeholders. In this study, we aimed to gain insight into healthcare professionals’ perspectives on cross-border handover and ways to support this.MethodsWe conducted semistructured interviews with healthcare professionals (physicians, nurses, paramedics and administrative staff) in a European border region to investigate their perspectives on cross-border handover. The interviews were aimed to investigate settings of acute and planned handover. Informed by the theory of planned behaviour (TPB), interviews focused on participant perspectives. We summarised all interviews and inductively identified healthcare professionals’ perspectives. We used elements of the TPB as sensitising concepts.ResultsForty-three healthcare professionals participated. Although respondents had neutral to positive attitudes, they often did not know very well what was expected of them or what influence they could have on improving cross-border handover. Challenges covered five themes: information transfer, language barriers, task division and education, policy and financial structures and cultural differences. To overcome these challenges, we proposed strategies such as providing tools and protocols, discussing and formalising collaboration, and organising opportunities to meet and get to know each other.ConclusionHealthcare professionals involved in cross-border handovers face specific challenges. It is necessary to take measures to come to a shared understanding while paying special attention to the above-mentioned challenges. Meeting in person around meaningful activities (eg, training and case discussions) can facilitate sharing ideas and community building.

Purpose Information literacy skills (ILSs) and information-seeking behavior (ISB) is a widespread topic that needs modern technologies to improve the technical skills of the students. The purpose of this study is to assess the usage of library resources for medical college students. To explore and understand the student’s level of satisfaction, learning and seeking behavior by efficient information retrieval systems. Design/methodology/approach The study is based on a quantitative research method and data was collected from the undergraduate students of medical colleges Islamabad Pakistan. The data were analyzed by Statistical Package for Social Science (SPSS) version 25 using Pearson correlation statistical test to identify the level of proficiency of correlation of variables and testing of the proposed hypothesis. Findings The finding of the study shows that the medical students can enhance their IT skills to seek the information in this technology era. The medical institutional administration can develop the education development policy, traditional health education policy, funds allocating policy, health information literacy and collaborate with library staff for enhancing the services and to meet the information need of medical students. Practical implications The conclusion of this study is very helpful to reduce the barriers between the students and the library staff. The findings of the study are also beneficial for the administration to improve and develop the strategies for enhancing the ILSs of medical students to achieve medical educational information in the age of technology. Therefore, all significant structures want to improve and to develop the environment of information seeking by medical students to achieve medical educational information. Social implications Medical college library administrative management must be design useful a durable policy to come up with the technology development for digital literacy. The study reduces the barriers between the students and the library staff. Originality/value The study is based on quantitative research method to find out ISB of medical students.

This study proposes a theoretical approach to the idea of a platform for research and education on the historical substance of regionalization in Romania, with reference to the case of the historical province of Moldova. Furthermore, to identify the consequences, reactions, weaknesses, opportunities afforded by administrative restructuring from a post-regionalization demographic and socioeconomic viewpoint. An inter-disciplinary analysis – historical, demographic, economic – the traits of a Romanian society stemming from Moldova, the historical dynamics that underpin the modern Romanian state, will provide a picture of the current situation, focused mainly on its causes while trying to find explanations rooted in economic and social behaviours and attitudes which came to define and inform the subsequent development strategy of regionalization, allowing Moldova to play a central economic role in relation to other territories, similar to the role it played in the past two centuries, in the context of European integration strategies, in neighbouring parts of the continent (Republic of Moldova, Ukraine). The theoretical approach involves three components, expanding concentrically: 1) component of knowledge / research; 2) digital platform; 3) e-learning component. The research component seeks dynamic historical development of Moldova, from the time after the Union of the Romanian Principalities until today, focusing on specific regional elements. We will try to identify and analyze the specific features of Moldova, links with other areas of historical Moldavia, as the interaction between them and the Romanian public policy. Within the demographic component, we look at the historical population dynamics of Moldova, including various ethnic and religious communities, rural-urban ratios, social and professional structures. Another issue concerns the economic and comparative analysis in space and time, with respect to Moldova historical economic dynamics parameters - resources, infrastructure, industry, agriculture, trade, transport, etc. Both aspects will be analyzed in correlation with the impact of a permanent political factor, pursuing public policies promoted by the political regimes in their chronological sequence.

The article deals with some productive approaches to studying the development of social competency of water transport workers on the personality level in the process of continuous professional education and professional activity. It has been ascertained that social competency of water transport specialists is an important factor of forming some successful models of realizing professionalism, professional institutions and other elements of the market procedure, and social aspects in the structures of productive coordination become a social constructing object on the side of professional groups themselves, which requires understanding these processes and working out a model of analysis and construction of strategies of the development of professional groups social competency and its approval. On the basis of the sociological concept of social collective coordination, a connection of fixing the role personality self-identification in social practices in the contexts of influences of their realization technologies is established. Some principal factors of making influence on the development of social competency in the course of effective professional activity and the availability of society’s purposeful influence on personality by means of socio-cultural surroundings, in which personality continues and develops professionally and socially, determined. The results of research interviewing of acting sea transport experts are presented. Some sociological characteristics of social competency of water transport specialists are made more exact by means of the qualitative investigation of the factors of this expert group social coordination. According to the expert interview with sea transport specialists, four groups of basic competencies of a water transport specialist, connected with the efficiency of labour activities, are determined: professional training; disciplined state; command work skills; loyalty to an employer’s company. On the basis of the analysis of the received data, some structural components of the water transport specialist’s competency are distinguished; they are connected with attitude to administrative authorities, management or subordination; with tolerance; with moral aspects of the crew coordination actualizing the aspects of moral competency and mutual confidence; with communicative and interactive aspects of the crew cooperation. According to the data of the author’s research interviews, a connection of activation of the processes of the expert personality’s socio-professional self-identification with the social and professional surroundings and increasing the level of his social and value adaptation in the environment with the social competency level is established. The availability of steady features, reflecting the demands of water transport specialists to the sea profession, regardless of a speciality (moral maturity, sociability and comradeship, firmness to stresses, behaviour normativeness, courage, self-control, adequate self-apprisal) is discovered. The necessity of working up adaptive and communicative components of social competence in small professional groups in the conditions of the closed surroundings and development is proved.

Elias Muhanna’s The World in a Book: Al-Nuwayri and the Islamic Ency- clopedic Tradition is an erudite, scrupulously researched, and eminently readable book that marks a significant contribution to studies in Arabic lit- erature, Mamluk history, and the production and circulation of knowledge in the medieval Islamicate world. Muhanna successfully analyzes—over the course of 232 pages with almost a dozen images and as many tables—the monumental, 31-volume encyclopedic compendium that consists of over two million words, titled Nihāyat al-arab fī funūn al-adab (The Ultimate Ambition in the Arts of Erudition), composed by Shihāb al-Dīn Aḥmad ibn ‘Abd al-Wahhāb al-Nuwayrī, an Egyptian bureaucrat and scholar, during the early fourteenth century. Muhanna’s goals are to consider why al-Nuwayrī composed his ambi- tious work; to analyze the disciplines al-Nuwayrī’s work encompassed and the models, sources, and methods that guided its composition; and to trace its reception among al-Nuwayrī’s contemporaries as well as its later recep- tion in Europe and the Islamicate world. Centering these questions on The Ultimate Ambition, Muhanna analyzes Arabic encyclopedism, a phenom- enon that reached its zenith in Egypt and Syria during the thirteenth to fifteenth centuries. Muhanna challenges the argument that the rise in encyclopedism re- flected anxiety about the Mongol invasions and fears about the obliteration of civilization’s knowledge and heritage. He instead argues that encyclope- dists such as al-Nuwayrī were motivated by various factors, “chief among them the feeling of an overcrowding of authoritative knowledge in Cairo and Damascus, the great school cities of the empire” (3) which, coupled with the expansion of higher education and the migration patterns of scholars in West and Central Asia, meant that there were “new texts available for study and prompting the formation of new genres and knowledge practices” (3). The story of al-Nuwayrī is, thus, a story about the production, reception, and transmission of knowledge. Muhanna’s primary raconteurs are schol- ars of Mamluk history and historiography, Islamicate literature, and studies in the transmission of knowledge, including T. Bauer, J. Berkey, A. Blair, M. Chamberlain, L. Guo, K. Hirschler, H. Kilpatrick, D. Little, L. Northrup, C. Petry, J. Schmidt, M. van Berkel, and G. van Gelder. The World in a Book is both sweeping and specific, and it considers al-Nuwayrī’s compendium directly—not merely as a source to reconstruct Mamluk history—and assesses why encyclopedism surged during the thir- teenth through fifteenth centuries. Amongst the genres of medieval Arabic Islamicate literature to which scholars have directed their attention during the past several decades—such as adab, poetry, mirrors for princes, histo- ries, chronicles, hadith collections, and pilgrimage manuals—relatively few have studied Arabic encyclopedism. Chapter 1, “Encyclopedism in the Mamluk Empire,” explores why al-Nuwayrī compiled his work. Muhanna offers a useful distinction be- tween “encyclopedism and encyclopedia” (pp. 11-13) and grounds his ap- proach in encyclopedism, which is the idea that there is a “spectrum…upon which we might situate a variety of works belonging to different premodern genres and possessing different principles of order, structure, focus, agen- da, audience, and modes of reading” (12). The merit of this approach is that it casts a wider, less restrictive net, since “reading these texts as tokens of a similar knowledge practice rather than members of a common genre per- mits us to see the continuities between strategies of knowledge-ordering that cut across different bibliographical categories” (12). Given the fluc- tuating and complex notions of genre—the genre of medieval Arabic and Persian tārīkh, for example, encompasses a heterogeneous variety of texts, from local histories, chronicles, biographical dictionaries, and often some combination of all of the above—encyclopedism is a compelling conceptual approach to this body of literatures. Muhanna argues that while al-Nuwayrī himself situated his work within the tradition of adab, his inspirations and sources belonged to other genres, which lead to the rise of this hybrid genre of encyclopedism. Al-Nuwayrī was an esteemed copyist who directly ad- dressed the scribal arts in The Ultimate Ambition, which “both described the expectations of the scribe and provided the content of his education: it styled itself as an encyclopedic guide for an encyclopedic education” (21). Chapter 2, “Structures of Knowledge,” offers a 30,000ft view of al-Nu- wayrī’s work, including its arrangement, structure, and overall composi- tion, and compares it to other Mamluk encyclopedic texts and to earlier adab works. This chapter is particularly useful to scholars who want an introduction into The Ultimate Ambition and Arabic encyclopedism, which Muhanna argues was itself a mélange of other extant genres: the work is “not recognizably a literary anthology, a cosmographical compendium, a chronicle, a pharmacopia, or a scribal manual, but an amalgam of all of these genres” (49). Chapter 3, “Sources of Knowledge,” contextualizes al-Nuwayrī’s com- pendium by situating it within the scholarly milieu of centers of learning within the Mamluk Empire, particularly Cairo and Damascus, during the thirteenth to fifteenth centuries. By situating al-Nuwayrī within the Nā- siriyya madrasa in Cairo and the intellectual, familial, and professional connections he cultivated and from which he benefitted, the author brings a granular depth to al-Nuwayrī and his work. This chapter is of particular interest to scholars of the production and circulation of knowledge. In Chapter 4, “Encyclopedism and Empire,” Muhanna turns to the im- perial and administrative scaffolding of the Mamluk Empire. The author argues that since compilers like al-Nuwayrī were part of the Mamluk bu- reaucracy, they “were particularly attuned to the processes of centralization and consolidation that transformed the politics of their time (4),” and wrote for an audience that reflected the nexus between literary encyclopedism and the imperial Mamluk state. Muhanna considers administrative knowl- edge and scholarly knowledge as separate but related spheres, arguing that “gathering vast quantities of information, collating sources, and synthe- sizing diverse types of knowledge represented the core activities of both the administrator and the large-scale compiler… a career in bureaucracy helped develop the skills of archiving and itemization that any compiler would have possessed…What set the two domains apart, however, was a difference in the types of knowledge that were valued. The world of admin- istration was one of contemporary, mutable information” (104). Muhanna’s more important argument in this chapter, however, is his claim about the unique position of Mamluk bureaucrats to be curators of knowledge and practices in the Mamluk Empire. He argues, “The common thread uniting the diverse professionals that comprised the administra- tion…was the importance attached to gathering data in the service of the state… By virtue of their access to demographic, financial, historical, and legal materials about the empire’s subjects, institutions, and communities, the bureaucratic class was in a unique position to shape the politics of their day in a manner that no other professional group could achieve” (104). As a bureaucrat-turned-scholar and an expert copyist, al-Nuwayrī embodied the related spheres of knowledge gathering, organization, and transmission in Mamluk Cairo. Chapter 5, “Working Methods,” delves into the manuscript tradition and reconstructs the composition history of al-Nuwayrī’s work. Muhanna addresses the strategies of collation, edition, and the management of sourc- es involved in the production of large compilations during the Mamluk period. The Chapter 6, “The Reception of the Ultimate Ambition,” addresses the literary afterlife of al-Nuwayrī’s work by discussing its reception in the Islamicate world and in Europe, with particular attention to the Dutch re- ception. By considering reception history of al-Nuwayrī’s work, Muhanna’s brief but engaging final chapter considers the impact of Mamluk encyclo- pedism in shaping the way Islamicate thought was perceived both within Europe and the Islamicate world. Muhanna’s appendices will prove valuable to scholars. “Appendix A: The Contents of the Ultimate Ambition” is extremely useful for those who do not share Muhanna’s patience to delve into the 31-volume work itself. In Appendix B, Muhanna compares the tables of contents of the two editions of The Ultimate Ambition: that of the standard Dar al-Kutub al-Misriyya edition, which was begun in 1923 but only completed in 1997, which is dif- ficult to access; and the more recent Dar al-Kutub al-‘Ilmiyya edition, pub- lished in Beirut in 2004, which is more widely available. The 11 figures that Muhanna intersperses throughout his book are attractive additions to his work, but it is the 13 tables that showcase Muhanna’s service to organize, divide, and categorize the sources, focusing primarily on al-Nuwayrī’s Ulti- mate Ambition itself. Some of these tables include: identifying The Ultimate Ambition’s chapter word counts for the Cairo and Beirut editions; outlining the arrangement of seven classical adab encyclopedias; and identifying and listing the sources of The Ultimate Ambition in its books 1, 3, and 4. These are valuable sources that the author has produced to help scholars and stu- dents make better sense and use of al-Nuwayrī’s massive tome. The World in a Book is a valuable contribution to studies in Arabic lit- erature, Mamluk history, and the production and circulation of knowledge in the medieval Islamicate world. Specialists will benefit most from this work, but its excellent readability makes it a valuable volume for graduate and undergraduate students as well as those interested in the production of knowledge in the Middle East more broadly. Mimi HanaokaAssociate Professor of Religious StudiesUniversity of Richmond

The Status of Women in Leadership Tahani H. Alqahtani PhD student, Management at Aberdeen University – Lecturer, College of Economics and Administrative Sciences at Imam Mohamed Ibn Saud University. Abstract Even though females have indeed entered jobs previously closed to them, many occupations remain as gender-gapped now as they were half a century ago. Gender-segregated employment patterns are so tenacious because, they are built into the very organizational fabric of work and the workplace. Descriptive stereotyping describes what men and women are like and prescriptive stereotyping defines defining what women and men should be like. This literature review provides a broad understanding of the gender differences in leadership and the gender gap in organization. This literature review founds that gender-segregated employment patterns are so tenacious because they are built into the very organizational fabric of work and the workplace. Introduction The current literature concerning leadership from a variety of Eastern and Western countries highlights that, regardless of a recent global increase in the number of females entering the labour market, only a small number of professional women hold top management or leadership positions. In spite of the fact that the growth pattern of women in the labour force and their representation in leadership roles does differ across countries and regions, and although a number of women in leadership positions worldwide are making contributions both within and beyond their communities (Percupchick, 2011), the overarching observation can be made that a substantive gender gap exists in female’s representation in relation to leadership positions and decision-making across many sectors of society (Catalyst, 2016). Moreover, studies indicate that a large number of sometimes highly qualified women are choosing to step down from positions of authority and leave their careers (Rabas, 2013). This literature review provides a broad understanding of the gender differences in leadership and the gender gap in organization. Literature Review Research has identified the reasons for the persistence of women having a less expressive presence in management and leadership positions (Acker, 1991; Kolb et al., 1998; Simpson, 2004; Williams, 2001; England, 2010; Kellerman and Rhodes, 2014; Gipson, et al., 2017). Among these, the existence of a male-normed corporate culture and organizational structure is posited as a formidable obstacle to female progress in the workplace. The literature abounds with evidence of the way organizational norms, values and structures, disadvantage females in their career advancement at the institutional level (Morrison, 2012; Keohane, 2014). Looking specifically at the field of academia, for Nguyen (2012), “Policies and process in higher education can act as barriers against women assuming leadership and management positions” (p. 127). Acker (1990) suggests the existence of an organizational attitude behind these gender contrasts as a result of organizational structure, rather than any differences held to exist in the characters of males and females. Goveas and Aslam (2011, p. 236) state that a further important factor with the potential to hinder female's opportunities for development consists of “the unavailability of structured human resource policies and strategies addressing women workers, [which] has proven to be a major obstacle to women’s progress and development”. Referring specifically to the field of educational management, for Sui Chu Ho (2015), “Gender inequalities in staff recruitment, appointment and promotion exist in educational institutions, such as universities” (p. 87). She goes on to note how this evidence and claim to support it are actually routinely dismissed, both by those in authority and the general public. It is likely that hierarchal organizational structures create a setting in which women feel out of place due to gender variances (Morrison, 2012; Al-Shanfari, 2011; Keohane, 2014), resulting in many females stepping down or leaving from a post in a workplace at which their leadership abilities are being questioned. This conflict is further compounded by many jobs being designed around men’s objectives, and that many organizations are reluctant to support women within their workforce when potential career conflicts arise (Kellerman, and Rhode, 2012). Therefore, the ideal worker is male: “Images of men’s bodies and masculinity pervade organizational processes, marginalizing women and contributing to the maintenance of gendered segregation in organisations” (Acker 1990, p. 139). A key impact of organizational masculinity is the emotional labor expended by women in order to succeed. Connell (1987) states that gendered structures and practices operating within organizations result in very different career experiences and outcomes for women and men, and the most senior organizational positions are considered sites of hegemonic masculinity. Thus, organizational structure is not gender neutral and organizational culture reflects the wishes and needs of powerful men. In reviews of research into gender and leadership, limiting women’s progress in organizations is a well-documented phenomenon, including the persistence of gender stereotypes. Kanter (1977) identifies the ‘masculine ethic’ as part of the early image of leaders and managers. This masculine ethic elevates the traits assumed to be exclusive to men as requirements for effective management: a tough-minded approach to problems; analytical planning abilities; a capacity to set aside personal emotional considerations in the interests of task accomplishment; and cognitive superiority in problem-solving and decision-making (Kanter, 1977). Thus, even with regards to Kanter, (1977), although social construction presumes that these traits and characteristics supposedly belong to males only (or are at least more likely to be held by males), if practically all leaders and managers are men from the beginning, it should come as no surprise that when females attempt to enter leadership or management occupations the masculine ethic is invoked as an exclusionary principle Acker (1991) sees the ‘masculine ethic’ referred to earlier as the structural basis of organizations, in the sense that allegedly ‘masculine characteristics’ are built into the very fabric of organizations. As a result, the workplace itself is stacked against the equalization of opportunities for women. Acker (1991, p. 289) defines gendered organizations as occurring when “advantage and drawback, control and exploitation, emotion and action, identity and meaning, are patterned through and in terms of a distinction between female and male, feminine and masculine”. Thus, masculinity assumes control of the workplace environment or the business sphere in the subtlest of ways (Acker, 1991). Additionally, masculinity also appears to affect employees’ characters. The preferred employee presents her/himself as a masculine character in choice of clothes, language, and presentation (Acker, 1991). Furthermore, job opportunities and hierarchies are also filled in accordance with gender preferences, meaning that the positions should concur with what is deemed relevant and suitable for the gender that fills them (Kolb et al., 1998). In this way, gender implications have negatively influenced the progress of women in their working lives (Acker, 1991). Informal occupational segregation due to gender stereotypes as well as the gender biases commonly held by the wider society entail the trend of hiring women and men in different types of working areas and positions (Fitzsimmons, Callan, and Paulsen, 2014). Simpson (2004) argues that gender representation in social discourse and social perceptions of gender play a significant role in sustaining and promoting gendered employment. Consequently, these biased stereotypes, embedded in deep-rooted ideologies, automatically view job placement through the lens of gender (Simpson, 2004). Thus, work related to masculine organizations draws on the notion of a job requiring allegedly masculine qualities such as analytical skills, assertiveness and physical strength, in turn reinforcing more the idea of being ‘manliness’ being something distinct and unattainable for women. Unsurprisingly, as Britton and Logan (2008) note, these jobs, in turn, naturally attract more male applicants than females. At the same time, stereotypical assumptions that females pay more attention to detail, are more caring, and place value on physical attractiveness confine them to roles as teachers, nurses, administrators, and jobs in the beauty industry (Britton and Logan, 2008). Moreover, men are more likely to be selected for any ‘male-type’ position in a company even when women and men possess the same qualifications because of the implicit bias that, like for like, men perform better than women (Omar and Davidson, 2001). This leads individuals to believe that women do not have the necessary skills and so are unable to work effectively in male-type jobs. For example, because women are associated with activities that do not involve much in the way of physical strength (such as taking care of their children and families), they have traditionally been considered a second choice to men when it comes to jobs that involve working outdoors (Britton and Logan, 2008). England’s (2010) research has shown that in the twentieth century women have progressed at a sluggish pace in terms of workplace equality. Despite the fact that females have indeed entered jobs previously closed to them, many occupations remain as gender-gapped now as they were half a century ago. Moreover, she notes that at any level of the employment pyramid, females continue to lag behind males in terms of authority and pay, regardless of the closing gap between men and women in workplace seniority and educational attainment. Acker (1990) argues that such gender segregated employment patterns are so tenacious because, as noted, they are built into the very organizational fabric of work and the workplace. Stereotyping means generalizing behavioural characteristics of groups of individuals and then applying the generalization to people who are members of the group (Heilman, 2012). Recently, researchers have investigated gender stereotyping by dividing the generalizations into two properties, descriptive and prescriptive. Heilman (2012) concentrated on the importance of each of those properties. Descriptive stereotyping describes what men and women are like and prescriptive stereotyping defines defining what women and men should be like. For instance, descriptive stereotyping of women creates negative expectations about a woman’s performance as a leader owing to there is a lack of fit between the characteristics assigned to traditionally male leadership roles and the societal roles assigned to females. Prescriptive stereotypes, or ascribing behaviors women ought to emulate, and the agentic characteristics of leadership create an incongruity with expected women behavior (Wynen et al., 2014). Furthermore, Heilman argues that irrespective of whether gender stereotyping is prescriptive or descriptive, the practice impedes the progress of females into leadership roles. One source for gender inequalities in the work force is gender stereotyping in the form of occupational segregation (Wynen et al., 2014). Occupational segregation occurs because there is a separation of women or men in certain occupations or employment sectors (Wynen et al., 2014). This gender separation is seen in occupations such as doctors , nursing, lawyers and teaching. Often, teachers or nurses are portrayed as women, while, lawyers and doctors are portrayed as men. According to scholars in social role theory, such as Franke, Crown, and Spake (1997) and Eagly (1987) gender stereotyping in certain occupations is deeply inherent in societal roles for female and male. Although both women and men have been shown to exhibit biases toward women in high management positions (Eagly and Carli, 2007; Ellemers, Rink, Derks, and Ryan, 2012; Ryan et al., 2011), Ellemers et al. (2012) pointed out that most individuals prefer to believe in a just world where gender differentiation is rare and success is based on merit; thus, in most instances, they will treat allegations of unequal treatment unfavourably. This result lead to fewer reports for fear of negative repercussions, and consequently inequity is often not noticed, challenged, or addressed (Ellemers et al., 2012). Moreover, Ibarra et al (2013) believe that when organizations advise females to seek leadership positions without addressing the subtle biases that exist in practices and policies, the companies undermine the psychological development that should take place to become a leader. Conclusion In conclusion, this literature review has outlined how women face obstacles in different organizational context, limiting their ability to achieve empowerment by aspiring to and achieving leadership. Historically, certain factors have hindered women from being accepted as leaders, regardless of their achievements, which leads to an underestimation of their capabilities. This under-representation of qualified women in leadership roles is symbolic of the gender gap in the workplace.

Success in an increasingly competitive marketplace depends on the quality of knowledge that organizations apply to their key business processes. The concept of knowledge management (KM) is widely discussed in commercial applications. There are limited discussions as to how it applies to not-for-profit organizations and its relevant measurement issues. This paper examines the application of knowledge management systems (KMS) in a private college in Taiwan, who is facing administrative challenges and cutting-edge competition. The multi-perspective modeling approach is adopted. The college first defines vision in a SWOT analysis through faculty brainstorming sessions. Leadership is formed to ensure a culture of sharing. A knowledge road map then documents inventories of IC and core competence. After defining knowledge management strategies in academic and organizational perspective, the KM model describes steps and procedures for implementation. Finally, implications for other universities and colleges are discussed.