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Gender Mainstreaming for Transformational Leadership: The Case of African Higher Education Institutions in Ivory Coast & Tanzania

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dc.creator Churk, Josephine
dc.creator Paladan, Nerisa
dc.date 2019-07-16T13:58:44Z
dc.date 2019-07-16T13:58:44Z
dc.date 2015-09-15
dc.date.accessioned 2021-05-05T13:34:59Z
dc.date.available 2021-05-05T13:34:59Z
dc.identifier http://dspace.cbe.ac.tz:8080/xmlui/handle/123456789/319
dc.identifier.uri http://hdl.handle.net/123456789/74408
dc.description The study aims to identify the practices of an African Higher Education Institution about gender mainstreaming in terms institutional policies, teaching and learning strategies, research and administrative system. It also assessed the respondents’ understanding of gender and transformational leadership and the type of leadership styles that African Professors utilized. Furthermore, it recognized the factors that hindered African professors to practice transformational leadership and recommend gender and transformational leadership interventions that formulated contextualizing the experiences of an African HEIs. Questionnaires were administered and a focus group discussion among African professors, their immediate supervisor and their students. Descriptive statistics were used to analyze the study. Results indicate that HEI’s in Africa are now integrating gender mainstreaming in their institutional policies and administrative system, although they still need to utilize teaching & learning and research to deepen the advocacy of gender equality and transformational leadership can be employed to support gender mainstreaming.
dc.format application/msword
dc.language en_US
dc.publisher College of Business Education Journal
dc.subject Gender mainstreaming, transformational leadership, higher education institution, African Professor.
dc.title Gender Mainstreaming for Transformational Leadership: The Case of African Higher Education Institutions in Ivory Coast & Tanzania
dc.type Article


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