ASSOCIATION OF SOUTHEAST ASIAN NATIONS UNIVERSITY NETWORK

FRAMEWORK EMPOWERING WOMEN IN ACADEME WITH

21ST CENTURY LEADERSHIP SKILLS

Vladimir T. Tamayo, PhD

College of Arts and Sciences
Linguistics and Literature Department
Nueva Ecija University of Science and Technology
General Tinio St., Cabanatuan City 3100, Philippines

For decades, the progress of women advancing in higher education careers has
been quite evident. However, there is still a long road to travel. Women remain
underrepresented in academic leadership and must exercise professional growth to foster
their own advancement and challenging inequities (Bracken et al., 2009). Further, it takes
the view that gender inequity is embedded in organizational culture, and therefore the
academe must focus on proactive strategies to advance gender equity in academic
leadership, such as providing professional development, creating opportunities for
experiential learning, encouraging mentors to support and coach more women as they
work to advance within administrative roles.
It is along with the view that this study was conducted. Determining the 21 st
century skills of women leaders led to the empowerment of their leadership skills and the
entire academe as a whole.
This study was conducted to find out the 21st century leadership skills of women
administrators as perceived by them. The results were bases for women empowerment
programs and trainings.
The participants in this study were 28 women leaders such as presidents, vice-
presidents and deans in the academe.
The statistical treatment of the data includes frequency count, percentage, and
weighted mean.
Specifically, this study answered the questions on the profile of the respondents;
age, civil status, educational attainment, academic rank, length of service as leader and
trainings attended for the last three years; 21 st century leadership skills of the respondents
described by themselves; significant relationship between the profile of the respondents;
and programs that may be propose to empower the 21st century leadership skills of
women leaders in the academe.
Keywords: collaborative, communication, critical, creative

INTRODUCTION

Academic culture notably relies on women to do the bulk of the invisible labor (service
work) while at the same time denying them authority, credibility and, in many cases, collegiality
(Mass and Hogan, 2010). As a result, women in leadership roles find themselves belittled,
demeaned, and exhausted (Cole & Hassel, 2017). In the end, moving from indirect resistance to
tackling the issues in a formal waythrough scholarship and researchseem to be a natural
next step. Furthermore, women in the academia continue to face additional challenges compared
to their male colleagues. Full-time working mothers put in about five hours or more a week on
paid and unpaid work than full-time working fathers (Reilly et al., 2012). Women are less
conditioned than men to ask for what they need and face greater social sanctions when they do
speak up for themselves. Although salary differences have diminished over time, women at
research institutions still risk starting with lower salaries than their male counterparts, and salary
inequities are more pronounced at higher ranks (Porter & Gavin, 2014).
In predominantly male fields, some women still face outright hostility. They face barriers
and obstacle when they aspire to be educational leaders. Women of color and those from other
historically underrepresented groups must also contend with biases related to race, ethnicity,
gender identity, and sexual orientation (Gonzales et al., 2012). According to Brown et al. (2012),
majority of students enrolled in leadership preparation programs were women; yet, despite this
fact, women’s advancement to top school executive positions was not comparable to that of men.
In addition, research demonstrated that leadership preparation programs in which the women
were enrolled did not adequately address topics related to women attaining school executive
positions and serving successfully in their roles. More than a decade later, the disproportionate
number of women in leadership roles continues to be a problem. Despite significant gains in this
area, the biased treatment of women continues to be a barrier to their obtaining top level
administrative positions.

OBJECTIVES
The study was conducted to assess the 21st century skills of women leaders in academe in
terms of collaborative, communication, critical, creative skills. After determining their skills, the study
aimed at proposing programs that may enhance their leadership skills essential for their administration.

RESEARCH METHOD
The study used Descriptive-co-relational research which includes naturalistic
observation, case studies and surveys (Weiten, 2012). Its main concern is to describe patterns of
behavior and discover links or associations between variables. Further, the goal is the acquisition
of factual, accurate and systematic data that can be used in averages, frequencies and similar
statistical calculations.
Profile variables of women leaders and their 21st century were described. After which,
significant relationship between these two variables was determined.

RESULTS AND DISCUSSIONS

1. The Profile of the Respondents
The first specific problem posted in Chapter I dealt with the profile of the women leaders
in the academe as to age, civil status, highest educational attainment, academic rank, length of
service as leader, and leadership trainings attended for the last three years.
1.1 Age
Table 3
Age of the Respondents

Age Frequency Percentage

33 – 39 3 10.71
40 – 46 8 28.57
47 – 53 7 25.00
54 – 60 6 21.43
 61 & above 4 14.29
Total 28 100

The first item on the profile is age where three or 10.71% of the respondents belong to
33-39 age bracket, eight or 28.57% belong to 40-46 age bracket, seven or 25.00% belong to 47-
53 age bracket, six or 21.43% belong to 54-60 age bracket, while four or 14.29% belong to 61
and above age bracket.
The result shows that the respondents were at their early and late 40’s with the highest
frequency of eight.

1.2 Civil Status

Table 4
Civil Status of the Respondents

Civil Status Frequency Percentage

Single 2 7.1
Married 21 75.0
Widow 5 17.9
Total 28 100.0

Table 4 shows the civil status of the respondents. Out of 28 respondents, two or 7.1% of
them are single, 21 or 75.0% are married and five or 17.9% are widow.
The statistics above indicate that majority of the respondents were married.
1.3 Educational Attainment
Table 5
Educational Attainment of the Respondents

Educational Attainment Frequency Percentage

MA Graduate 3 10.7
With Doctoral Units 3 10.7
Ph.D./Ed. Graduate 22 78.6
Total 28 100.0

Table 5 presents the educational attainment of the respondents. Among the 28 women
leaders, three or 10.7% are MA graduates, another three or 10.7% earned doctoral units, while 22
or 78.6% are doctorate degree holders.
The presentation above implies that majority of the respondents were doctorate degree
holders which is an edge to hold a position in the academe.

1.4 Academic Rank

Table 6
Academic Rank of the Respondents
Academic Rank Frequency Percentage
No Academic Rank 7 25
 Instructor I 1 3.57
Associate Professor I 1 3.57
Associate Professor III 4 14.29
Associate Professor IV 2 7.14
Associate Professor V 3 10.71
Associate Professor VI 1 3.57
Professor I 3 10.71
Professor III 2 7.14
Professor VI 2 7.14
University Professor 2 7.14
Total 28 100

The table shows the academic rank of the respondents. Out of 28 respondents, seven or
25% do not have academic rank, four or 14.29% for Associate Professor III, three each or
10.71% for Associate Professor V and Professor I, two each or 7.14% for Associate Professor
IV, Professor III, Professor VI and University Professor, and one each or 3.57% for Instructor I
and Associate Professor VI.
It may be inferred that majority of the respondents earned a professorial rank in the
academe however some of them do not have academic rank, for they belong to small schools and
colleges.

1.5 Length of Service as Leader

Table 7
Length of Service as Leader of the Respondents
Length of Service as Leader Frequency Percentage
1-3 years 2 7.1
4-6 years 4 14.3
10-12 years 4 14.3
13-15 years 3 10.7
15-years and above 15 53.6
Total 28 100.0
Table 7 presents the length of service of the respondent-leaders. It may be gleaned that
two or 7.1% of the respondents rendered service as leader for 1-3 years, four or 14.3 rendered
service for 4-6 years, another four or 14.3 rendered service for 10-12 years, three or 10.7
rendered service for 13-15 years, and 15 or 53.6% have already rendered service for 15 years and
above as leaders.
The data above show that majority of the respondents were seasoned leaders, for they had
spent more than a decade in service as leaders in the academe.
1.6 Leadership Trainings or Trainings Attended for the Last Three Years
Table 8
Leadership Trainings Attended of the Respondents

Level of Trainings or Seminars Frequency Rank

 Local Level 9 4
Regional Level 13 3
National Level 17 1
International Level 15 2

Table 8 shows the leadership trainings or seminars attended by the respondents. National
Level ranked one (1) as the highest number of seminars attended, International Level ranked two
(2), Regional Level ranked three (3), and Local Level ranked four (4) as the least number of
seminars attended of the respondents.
As reflected, it shows that the respondents seek for continuous self-development in order
to adapt to the ever-changing system of education in terms of technology and innovation.
2. 21st Century Leadership Skills of Women Leaders in the Academe

The second specific problem dealt with the 21st century leadership skills of women
leaders in the academe in terms of collaborative skills, communication skills, critical thinking
skills, and creative skills.
2.1 Collaborative Leadership Skills
Table 9
Collaborative Leadership Skills of the Respondents
Item Statement
As a woman leader, I… WM VD
1 organize a team to systematically learn the needs of the community 3.82 A
2 ensure that an assessment tool is a good fit for the information that needs to be
collected 3.75 A
3 seek culturally different views of the problem to have a perspective to
3.71
understand the community A
4 can describe a personal vision for my community that offers a future achievable
assets available 3.68 A
5 facilitate the development of a shared community vision that is influenced by
the views of other stakeholders 3.75 A
6 facilitate stakeholder teaming to develop strategic issues and actions 3.71 A
7 build with time lines and assigned responsibilities to enable the community
vision to be achieved 3.79 A
8 open to buy-in to the action plans and future action plans 3.75 A
9 mobilize people to solve persistent problems encountered 3.89 A
10 protect the group from those who would wield personal power over the
collaborative process 3.68 A
11 adhere to credible processes for collaborating 3.79 A
12 ensure that processes for exercising collaborative leadership is transparent to all
stakeholders 3.85 A
13 use my office authority responsibly 3.82 A
14 share power with others as a means for increasing power 3.32 A
15 use influence to produce results whenever possible 2.96 O
16 encourage people an active role in decision making about matters that affect A
4.00
them
17 rely significantly on peer problem-solving when exercising leadership 3.29 A
18 take seriously my responsibility for coaching and mentoring others 3.75 A
19 invest adequate amounts of time developing people from diverse segments of
population 3.57 A
20 create opportunities for people to assess their leadership skills 3.86 A
21 look for ways to help others become more successful at their jobs 3.86 A
22 help people to take advantage of opportunities for new experiences and learning
new skills 3.89 A
23 establish my expectations for the people I mentor 3.46 A
24 facilitate common expectations for my teacher and I too 3.57 A
25 create mutually agreed-upon coaching plan, including criteria for success 3.79 A
Average Weighted Mean 3.69 A
A- Always O- Often
As indicated on the Table, the item “encourage people an active role in decision making
about matters that affect them” obtained the highest weighted mean of 4.00 with a verbal
description of “Always” while the item “use influence to produce results whenever possible”
obtained the lowest weighted mean of 2.96 with a verbal description of “Often”. The average
weighted mean of Collaborative Skills is 3.96 and is described as “Always”.
The findings manifest that the women leaders in the academe involve people in decision
making process about matters that may affect them. In addition, they often use their influence as
leaders to produce prompt results whenever possible.
2.2 Communication Leadership Skills
Table 10
Communication Leadership Skills of the Respondents
Item Statement
As a woman leader, I… WM VD
1 find it easy to talk to other people 3.25 A
2 use appropriate words the way I would like it during conversation 3.71 A
3 find it easy to express my ideas even if they differ from the ideas of people around
me 3.56 A
4 allow others to ask me a question if they do not understand what I am saying 3.86 A
5 am sensitive to how others may react to what I am saying 3.64 A
6 am generous in giving compliment towards people doing a good performance 3.79 A
7 ask other people to tell me how they feel about the point I am trying to make 3.50 A
8 am aware of how my tone of voice may affect others 3.50 A
9 talk about things of interest to both me and the other person in conversations 3.43 A
10 can easily tell the difference between the person is saying and how they may be
feeling 3.61 A
11 tend to do more talking than others in conversations 2.39 S
12 ask the other person questions when I do not understand what they are saying
3.64 A
13 often listen to what the other person is saying before and allow them to finish
talking 3.71 A
14 pay attention to others when they are conversing with me 3.68 A
15 clarify what I hear from other people after they are done speaking before I offer a
response 3.68 A
16 pay most attention to facts and details frequently miss the emotional tone of the
 speaker’s voice 3.57 A
17 frequently miss the emotional tone of the speaker’s voice 2.57 O
18 hear out and accept constructive criticism from others 3.71 A
19 refrain from saying something that I think will upset someone or make matter
worse 3.54 A
20 discuss with someone when they have offended me or hurt my feelings 3.32 A
21 try to put myself in other person’s shoes to understand their situation 3.86 A
22 find it easy to compliment or praise others 3.75 A
23 help others to understand me by saying how I feel 3.61 A
24 apologize to someone whose feelings I may have hurt 3.82 A
25 am able to conduct meetings in a democratic way 3.96 A
Average Weighted Mean 3.55 A

A- Always O- Often S- Sometimes

It may be gleaned from the table that the item statement “am able to conduct meetings in
a democratic way” earned the highest weighted mean of 3.96 with a verbal description of
“Always” while the item statement “tend to do more talking than others in conversations” earned
the lowest weighted mean of 2.39 with a verbal description of “Sometimes”. The average
weighted mean of Communication Leadership Skills is 3.55 and is described as “Always”.
In view of the foregoing, it may be noted that the women leaders practice democracy in
conducting meetings and are willing to listen to others. These characteristics create a working
environment that encourages and values people feedback, and is sensitive and responsive to it,
and is likely to enhance performance.

2.3 Critical Thinking Leadership Skills

Table 11
Critical Thinking Leadership Skills of the Respondents
Item Statement WM VD
As a woman leader, I…
1 tend to have an approach to solve problem in seeking satisfaction through my work 3.79 A
2 tend to see pattern in solving problems where other would see items as
3.68
unconnected in carrying out my day-to-day work A
3 can see how ideas and techniques can be used in perceiving new relationships 3.71 A
4 analyze other people’s ideas objectively, by evaluating both advantages and
disadvantages 3.93 A
5 like to make critical discrimination between alternatives in seeking satisfaction
through my work 3.57 A
6 like to weigh up and evaluate a range of suggestions thoroughly before choosing
when trying to solve a complex problem 3.86 A
7 can usually find the argument to deny unsound propositions (i.e. propositions that
contain invalid facts) in carrying out my day-today work 3.68 A
8 seldom let my feelings interfere with my judgment if I am suddenly given a difficult
task with limited time and unfamiliar people 3.64 A
9 approach the problem in a carefully analytical way when suddenly asked to consider
a new point 3.82 A
10 formulate and articulate ideas 3.68 A
11 recognize explicit and tacit assumptions and their consequences 3.68 A
12 weigh connections and relationships of ideas 3.75 A
13 distinguish relevant from non-relevant data and fact from opinion 3.89 A
14 identify, evaluate and synthesize information in a collaborative environment 3.79 A
15 research and analyze data relevant to issues from a variety of media 3.79 A
16 select and use appropriate concepts and methods from a variety of disciplines to
solve problem effectively and creatively 3.79 A
17 identify and use appropriate technology to research, solve, and present solutions to
problems 3.68 A
18 develop an implementation plan with the sequence of events necessary for
completion once I choose a solution 3.75 A
19 immediately look for ways to improve the idea and avoid future problems after a
solution has been implemented 3.75 A
20 try to address the political issues and other consequences of the change I am
proposing so that others will understand and support my solution 3.64 A
21 evaluate potential solutions carefully and thoroughly against a pre-defined standard 3.86 A
22 relax and focus again on my regular duties after my solution is implemented 3.36 A
23 evaluate potential solutions as I think of them 3.61 A
24 usually have all of the information needed to find solution to a problem 3.64 A
25 take time to think about how I should choose between options when evaluating
solutions 3.82 A
Average Weighted Mean 3.73 A
A- Always O- Often S- Sometimes
From the table, it may be observed that the item statement “analyze other people’s ideas
objectively, by evaluating both advantages and disadvantages” got the highest weighted mean of
3.93 with a verbal description of “Always” while the item statement “relax and focus again on
my regular duties after my solution is implemented” got the lowest weighted mean of 3.36 with a
verbal description of “Always”. The average weighted mean of Critical Thinking Leadership
Skills is 3.73 and is described as “Always”.
The data may infer that the women leaders are critical thinkers in terms of analyzing
ideas objectively by evaluating its advantages and potentials in solving a problem. Furthermore,
their critical thinking skills lead them into a systematic problem-solving process which focuses
on implementing a solution one at a time.

2.4 Creative Leadership Skills

Table 12
Creative Leadership Skills of the Respondents
Item Statement WM VD
As a woman leader, I…
1 engage in creative type of work on a regular basis 3.57 A
2 typically wait for a flash of inspiration before I begin working 2.68 O
3 have had insights, the sources of which I am unable to explain or understand 3.07 O
4 believe in unconscious processes that facilitate my creative work 3.14 O
5 have been able to use many ideas for creative work that have occurred in my
 dreams 2.79 O
6 become creative when I am emotionally moved 2.46 S
7 get totally absorbed by a new idea until I have pursued it completely 3.39 A
8 am able to sustain new ideas to completion 3.68 A
9 believe that creativity comes from hard work, persistence, and self-discipline 3.79 A
10 believe that my creativity comes from careful planning and forethought 3.89 A
11 attribute my creativity to divine inspiration 3.46 A
12 keep a pen and notepad to record new ideas as they come 3.32 A
13 often let my mind wander to come up with new ideas 3.14 O
14 typically create new ideas by systematically modifying (substituting, rearranging,
elaborating, etc.) an existing idea 3.43 A
15 usually critically evaluate existing products to see how I can improve them 3.50 A
16 work on already accepted ideas to come up with new ideas 3.50 A
17 often look for new ideas outside of my own field, and try to apply them to my
own 3.57 A
18 tend to work on many ideas simultaneously 3.43 A
19 often use the technique of brainstorming to come up with new ideas 3.75 A
20 have maintained a notebook/diary of new ideas that I would like to pursue
someday 3.29 A
21 do a lot of experimentation (trial and error) to come up with a new workable O
3.07
idea
22 tend to leave the idea for a while when I am stuck, do something else, before
returning to work on it 3.14 O
23 take walks to come up with new ideas 2.50 O
24 read widely to come up with new ideas 3.64 A
25 tend to discuss when a I have a new idea with a team to determine its potential
for success 3.79 A
Average Weighted Mean 3.32 A

A- Always O-Often S- Sometimes

It may be seen from the table that the item statement “believe that my creativity comes
from careful planning and forethought” obtained the highest weighted mean of 3.89 and is
verbally described as “Always” while the item statement “become creative when I am
emotionally moved” obtained the lowest weighted mean of 2.46 and is verbally described as
“Sometimes”. The average weighted mean of Creative Leadership Skills is 3.32 and is described
as “Always”.
The same observation may be noted that the respondents believe that creativity does not
only come from innate talent, but also through careful planning and forethought. Hence,
emotions caused by excitement or bliss may not be attributed to women leaders’ creative
leadership.
 Table 13
Summary of the Leadership Skills

21st Century Skills Average Weighted Mean Verbal Interpretation

Collaborative 3.69 Always
Communication 3.55 Always
Critical Thinking 3.73 Always
Creative 3.22 Often
Over-all Weighted Mean 3.57 Always

Table 13 presents the summary of leadership skills of women leaders in the academe.
Among the four leadership skills, Critical Thinking Skills obtained the highest weighted mean of
3.73 and is described as “Always” while Creative Skills obtained the lowest weighted mean of
3.22 and is described as “Often”.
It may be inferred that women leaders are inclined to be critical thinkers while they need
to improve their creative leadership skills.

CONCLUSIONS

Based on the findings of the study, the following conclusions were drawn:
1. The respondents were in the age of early and late 40’s, majority were married and holders of
doctorate degree, with academic rank of Professor, have spent 15 years and above in service as
leaders, most of them attended seminar or training in the National Level.
2. Based on the summary of leadership skills, women leaders in the academe were inclined to be
critical thinkers while they needed to be empowered in their creative leadership skills.
3. Except for age, civil status, educational attainment, academic rank and trainings attended,
only length of service could predict the kind of leadership skills women in the academe may
employ in terms of collaboration and communication.
4. The proposed activities were developed to empower 21 st century leadership skills of women in
the academe. The proposed activities were designed based on the findings of the study, following
its content will empower women leaders reach their fullest potential in leadership.

RECOMMENDATIONS
In the light of the above conclusion, the following recommendations are offered:
1. The women leaders may attend different international leadership-related trainings to empower
their 21st century leadership skills and eventually lessen leadership challenges;
2. A leadership enhancement activities specifically for women administrators may be conducted
to empower their leadership skills and improve their effectiveness by developing their
knowledge, skills and attitudes in performing their function as leaders in the academe;
3. The proposed activities may be used as basis for the planning of trainings, programs and
activities that may empower the 21st century leadership skills of women leaders in the academe;
and
4. Further researches on the 21st century leadership skills of women leaders may be expanded to
analyze the impact of women leadership in the academe.
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