A STUDY TO DETERMINE FORM OF MEDIA: THE READING PREFERENCES, LIFE EXPERIENCES AND READING HABITS OF WOMEN WHO HOLD LEADERSHIP POSITIONS IN HIGHER EDUCATION

Abstract

Even though they have a hard time juggling their job and personal lives, women in leadership positions in higher education nevertheless find time to read for both. This study uses grounded theory coding, focus groups, and grounded theory methodology to look at what women in leadership positions in higher education read. It looks at how they read for pleasure vs. for work, and how much of a difference reading for pleasure makes to their work-life balance. Finding out where women academic leaders get their reading suggestions and what they read is the focus of this research. The research traces the reading habits and choices of women from elementary school, college, and graduate school all the way into their current life, as well as whether they had an early love of reading and when it started. Reading has influenced women in many aspects of their life, both professionally and personally, and the research also delves into how this has influenced their present positions of leadership in higher education. To help young women achieve leadership roles and maintain a healthy work-life balance once they're in them, this report will propose curricular modifications. The purpose of this research is to examine, using a variety of criteria, the media literacy and book-reading habits of education faculty members. With this in mind, the researchers set out to determine if there is a correlation between kids' media literacy and the amount of time they spend reading books, as well as their grades, social media habits, academic GPAs, and parental education levels.