TY - JOUR
T1 - Advancing Interpretative Phenomenological Analysis as a Novel Methodological Tool in Deepening Insights and Amplifying the Voices of Women Mentees in Leadership Development Programmes in Irish Higher Education Institutions
AU - Ganly, Patricia
AU - Basini, Serge
AU - O'Donoghue, Ashley
PY - 2022/1/1
Y1 - 2022/1/1
N2 - Positioned within the field of Educational Leadership, this paper asserts the value of adopting Interpretative Phenomenological Analysis (IPA), as a qualitative methodological approach to explore and unravel the lived experience of women mentees (academics, professional, management and support services staff) in leadership mentoring relationships in an Irish Higher Education context.
The research context focuses on the intersection of leadership mentoring and gender in Irish academia, prompted by the under-representation of women in senior positions, coupled with IPA as an under-utilised methodology in educational leadership research. Women’s’ voices are an important part of the process of consciousness-raising in discourses within Educational Leadership, of making what is invisible, visible; more especially in terms of enablers and barriers to women’s career advancement. Giving time and space to hear these voices, through the utility of IPA, allows their stories to unfold, by attending to their experiences, understanding, perceptions and views, of being in a leadership mentoring relationship. This paper showcases five distinctive features of IPA: (a) epistemological grounding, (b) amplifying individual voice, (c) inductive deepening of insights, (d) versatility and flexibility, and (e) co-creation between researcher and women mentees, to reveal what it is like for these women. In the process of this unveiling, IPA can make an iridescent contribution to the discourse on gender equality, leadership development, policy practice and action within an Irish higher education context.
AB - Positioned within the field of Educational Leadership, this paper asserts the value of adopting Interpretative Phenomenological Analysis (IPA), as a qualitative methodological approach to explore and unravel the lived experience of women mentees (academics, professional, management and support services staff) in leadership mentoring relationships in an Irish Higher Education context.
The research context focuses on the intersection of leadership mentoring and gender in Irish academia, prompted by the under-representation of women in senior positions, coupled with IPA as an under-utilised methodology in educational leadership research. Women’s’ voices are an important part of the process of consciousness-raising in discourses within Educational Leadership, of making what is invisible, visible; more especially in terms of enablers and barriers to women’s career advancement. Giving time and space to hear these voices, through the utility of IPA, allows their stories to unfold, by attending to their experiences, understanding, perceptions and views, of being in a leadership mentoring relationship. This paper showcases five distinctive features of IPA: (a) epistemological grounding, (b) amplifying individual voice, (c) inductive deepening of insights, (d) versatility and flexibility, and (e) co-creation between researcher and women mentees, to reveal what it is like for these women. In the process of this unveiling, IPA can make an iridescent contribution to the discourse on gender equality, leadership development, policy practice and action within an Irish higher education context.
KW - Educational Leadership
KW - Interpretative Phenomenological Analysis
KW - lived experience
KW - women mentees
KW - leadership mentoring
KW - Irish Higher Education
KW - gender equality
KW - career advancement
KW - policy practice
U2 - 10.21427/06sb-ra37
DO - 10.21427/06sb-ra37
M3 - Article
JO - Proceedings of the 2nd EUt+ International Conference on Equality, Diversity and Inclusion
JF - Proceedings of the 2nd EUt+ International Conference on Equality, Diversity and Inclusion
ER -