TY  - JOUR
T1  - Empowering Jordanian Women as Leaders in Higher Education:
The Case of the Hashemite University
AU - Bani-Hani, Kamal E. AU - Alaedein, Jehad AU - Istaiteyeh, Rasha M.S. 
JO  - The Social Sciences
VL  - 13
IS  - 4
SP  - 969
EP  - 981
PY  - 2018
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2018.969.981
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2018.969.981
KW  - Jordanian womens empowerment
KW  -leadership
KW  -barriers perceptions
KW  -psychological empowerment
KW  -creativity
KW  -The Hashemite University
KW  -Jordan
AB  - In higher education, women have made great gains and are now earning more degrees than men. But
women still trail in top academic leadership. The aim of this study was to shed light on empowering Jordanian
women as leaders at the Hashemite University (HU) in Zarqa, Jordan by exploring the relationship and the
impact of the leadership on perceptions of Barriers to Woman’s Empowerment (BWES), Psychological
Empowerment (PEM) and Administrative Creativity (AC). The present study was based on small convenience
sample and on usage data collected through survey self-reports. The study sample consisted of 51 academic
women faculty staff members, 26 of whom obtain currently or previously leadership positions and 25 who had
never taken a position before and all these present (46.8%) of the original study population (No = 106) which
includes all PhD female academies and candidates for holding a leadership position at the (HU). The study
results revealed the existence of a statistically significant negative relation between the perceptions of (BWES),
Psychological Empowerment (PEM) and Administrative Creativity (AC) and a statistically significant positive
relationship between (PEM) and creativity (AC). It was also found that the Barriers to Woman’s Empowerment
was the best predictor of the (PEM) levels among women leaders and that 55% of the variance in PEM was due
to unique contribution of this variable. There were also statistically significant differences between the two
study groups on (BWES), (PEM) and (AC), measures in favor of those who held leadership positions at the
university either currently or previously. Based on these results, it can be concluded that the HU Model of
woman empowerment had an impact and value among those women who benefit from taking leadership
positions by eliminating their perceptions of explicit gender bias and barriers stand in the face of women in
higher education and through improving and enhancing their sense of psychological empowerment and ability
to be innovative. Practical implications and recommendations for future research are presented and discussed.
ER  -