Enduring Spirit through the Odds: Phenomenologizing the Experiences of Women Academic Leaders in a VUCA Environment
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| Title: | Enduring Spirit through the Odds: Phenomenologizing the Experiences of Women Academic Leaders in a VUCA Environment |
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| Language: | English |
| Authors: | Analyn V. Inarda (ORCID |
| Source: | Educational Process: International Journal. Article e2026025 2026 21. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Women Administrators, College Administration, Ambiguity (Context), Leadership Styles, Gender Issues, Family Work Relationship, Navigation, Resilience (Psychology), Administrator Responsibility, Decision Making, Stress Variables, Self Efficacy |
| Geographic Terms: | Philippines |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The educational landscape is evolving to meet the need for gender-responsive and effective leadership practices that align with the diverse needs of stakeholders. Furthermore, the challenges and strategies required to thrive in a higher education environment are significant in the face of a volatile, uncertain, complex, and ambiguous (VUCA) driven reality. This study aims to explore the strategies employed by women academic leaders in a VUCA environment to survive and thrive in the ever-changing educational context. Materials/methods: The issues were explored in a state university in the Philippines using a phenomenological-transcendental qualitative approach. Purposeful sampling was used with sixteen (16) participants. Interviews were conducted, and thematic analysis was utilized to examine the data, with results validated through triangulation and member checking. Results: Findings revealed that relational leadership has been crucial in sustaining commitment and support, fostering a mindset of adaptability and innovation. Gender dynamics underscored both the reconceptualization of women as academic leaders and skepticism about their ability to manage responsibilities, with limited support systems making it difficult to achieve work-life balance. The findings lead to the creation of the RISE model, which can serve as a framework for guiding women's academic leadership in a VUCA environment. Conclusion: The explored experiences revealed the survival and reconfiguration of leadership roles, as well as a shift toward a human-centered academic environment. This study contributes to the understanding of academic leaders' VUCA environment by highlighting the subtle yet powerful ways women navigate this landscape, demonstrating immense resilience that aligns with their personal and professional responsibilities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500438 |
| Database: | ERIC |
| Abstract: | Background/purpose: The educational landscape is evolving to meet the need for gender-responsive and effective leadership practices that align with the diverse needs of stakeholders. Furthermore, the challenges and strategies required to thrive in a higher education environment are significant in the face of a volatile, uncertain, complex, and ambiguous (VUCA) driven reality. This study aims to explore the strategies employed by women academic leaders in a VUCA environment to survive and thrive in the ever-changing educational context. Materials/methods: The issues were explored in a state university in the Philippines using a phenomenological-transcendental qualitative approach. Purposeful sampling was used with sixteen (16) participants. Interviews were conducted, and thematic analysis was utilized to examine the data, with results validated through triangulation and member checking. Results: Findings revealed that relational leadership has been crucial in sustaining commitment and support, fostering a mindset of adaptability and innovation. Gender dynamics underscored both the reconceptualization of women as academic leaders and skepticism about their ability to manage responsibilities, with limited support systems making it difficult to achieve work-life balance. The findings lead to the creation of the RISE model, which can serve as a framework for guiding women's academic leadership in a VUCA environment. Conclusion: The explored experiences revealed the survival and reconfiguration of leadership roles, as well as a shift toward a human-centered academic environment. This study contributes to the understanding of academic leaders' VUCA environment by highlighting the subtle yet powerful ways women navigate this landscape, demonstrating immense resilience that aligns with their personal and professional responsibilities. |
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| ISSN: | 2147-0901 2564-8020 |
