When undertaking American federal grants in the United States and England, we encountered international female students from countries in the midst of or having recently undergone political conflicts, violent kidnappings and civil wars. Now, they are in transitional stages moving toward democratic governments.
This reality was particularly acute when speaking with women in England who were pursuing doctoral degrees, as they frequently referenced conditions in their several African and Asian home countries. Their poignant voices, in response to interview queries, prompted us – as American university women faculty and executives – to ask ourselves how our experiences in leadership roles in American universities could assist in fostering viable options for current and future women university leaders in emerging democratic nations. How might women in university venues address overarching problems of helping to build civil society through their leadership and scholarly roles in the academy?
As African-American women with extensive international experiences on six continents (as deans and university presidents) via multiple Fulbright awards, federal grants and international and philanthropic fellowships, we thought it was crucial to develop a proposal and plans for an international women’s institute for women from post-conflict and transitional nations. We wanted to share what we had encountered over the years and to learn about their particular barriers as women. Newly minted university professionals and seasoned faculty and executives would be invited to participate in the endeavors situated in an American state, namely California. This state would be particularly suited since it has and is undergoing considerable demographic changes, including immigrants from numerous nations and various American racial and ethnic groups who are seeking equity and fairness. Yet in their midst, extreme terrorism was experienced in San Bernardino, where 16 people were killed and dozens were injured. In essence, very contemporary challenges, bedrocks of universities’ roles in public scholarship and engagement, could be portrayed.
Hence, Dr. Beverly Lindsay, situated in England on grants involving under-represented doctoral students, contacted American university presidents and then-principal of Green Templeton College, Oxford University. Ultimately, the authors submitted an enhanced proposal to the Ford Foundation that was funded for multiple years. The major aims of the grant and leadership institute included:
· Identifying and examining factors contributing to conflicts
· Examining universities’ roles in preparing women leaders to facilitate quality academic endeavors
· Fostering women’s leaderships skills through interactive lectures and workshops, site visits, and examining academic and policy literature
