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Education for Sustainable Leadership: Fostering Women’s Empowerment at the University Level

Author

Listed:
  • Mónica Segovia-Pérez

    (Business Department. University Rey Juan Carlos, 28032 Madrid, Spain)

  • Pilar Laguna-Sánchez

    (Business Department. University Rey Juan Carlos, 28032 Madrid, Spain)

  • Concepción de la Fuente-Cabrero

    (Business Department. University Rey Juan Carlos, 28032 Madrid, Spain)

Abstract

Education is imperative to driving sustainability and gender equity. Moreover, it is extremely important to develop initiatives in sustainable leadership education for women in order for them to acquire skills and competencies in leadership and to improve their self-perception of their capabilities. The purpose of this study was to assess a Women’s Leadership Program for university students. The sample consisted of 50 students enrolled in the program. A mixed-method approach was applied. Quantitative methods with a survey were conducted to evaluate the training and attainment of leadership skills. In the data analysis, a descriptive statistics variance analysis, using a Welch statistic and T2 Dunnett test, was applied. Qualitative research methods were conducted through three focus groups to evaluate changes in their perceptions of themselves and their self-confidence. The results suggest that the female students in the program obtained a level of leadership knowledge with practical tools for their future. The program inspired them and confirmed changes in their self-confidence and view of their personal capacities, including reflection on facing challenges in the work environment. The findings support the effectiveness of specific education in breaking two barriers, identified in the literature, for women in managerial positions: lack of training and self-confidence.

Suggested Citation

  • Mónica Segovia-Pérez & Pilar Laguna-Sánchez & Concepción de la Fuente-Cabrero, 2019. "Education for Sustainable Leadership: Fostering Women’s Empowerment at the University Level," Sustainability, MDPI, vol. 11(20), pages 1-14, October.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:20:p:5555-:d:274518
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    References listed on IDEAS

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    Cited by:

    1. Pilar Laguna-Sánchez & Jesús Palomo & Concepción de la Fuente-Cabrero & Mónica de Castro-Pardo, 2020. "A Multiple Criteria Decision Making Approach to Designing Teaching Plans in Higher Education Institutions," Mathematics, MDPI, vol. 9(1), pages 1-14, December.
    2. Gladys Merma-Molina & Mayra Urrea-Solano & Salvador Baena-Morales & Diego Gavilán-Martín, 2022. "The Satisfactions, Contributions, and Opportunities of Women Academics in the Framework of Sustainable Leadership: A Case Study," Sustainability, MDPI, vol. 14(14), pages 1-23, July.

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