Triumphs in Leadership: Exploring the Positive Power of Appreciative Inquiry, Emotional Intelligence, and Social Constructivism among Successful Lebanese Women Leaders in Higher Education

Abstract

This qualitative study investigates the success strategies of Lebanese women leaders in higher education, a sector where they have historically faced underrepresentation. It examines the evolution of women’s roles in this field, highlighting the progress and ongoing challenges related to gender biases and societal constraints in Lebanon. The research employs a phenomenological approach to explore the lived experiences of these leaders, focusing on how they navigate cultural norms and societal expectations. Theoretical frameworks like appreciative inquiry, emotional intelligence, and social constructivism are used to analyze their transformative potential within Middle Eastern patriarchal structures. This study aims to inform policies and initiatives that promote gender equity and enhance women’s leadership in Lebanese higher education, offering insights into the resilience and achievements of these trailblazing women.

1. Introduction

This study traces the complex journey of women in higher education, highlighting their historical underrepresentation, particularly in leadership roles. Initially confined to domestic spheres, women’s entry into higher education leadership marks significant progress over centuries. Despite the strides made globally, including the notable founding of the University of Al Quarawiyyin by Fatima Al Fihri and the achievement of Elena Lucrezia Cornaro Piscopia as the first woman to earn a Ph.D., challenges persist. The representation of women in leadership within academia has seen incremental progress, yet disparities in leadership roles and earnings continue to underscore the ongoing battle for gender equity [1, 2, 3, 4, 5, 6, 7, 8, 9, 10].

Globally, the narrative of women in higher education leadership has evolved significantly, with data revealing a gradual increase in women’s representation in leadership positions. Despite this progress, the Global Gender Gap Report [10] highlights persistent gender disparities in leadership and earnings, emphasizing the need for leveraging women’s full potential to foster global competitiveness and prosperity [11, 12].

1.1 Middle Eastern context

In the MENA region, historical contributions to education and knowledge by figures like Ibn Khaldun juxtapose contemporary challenges women face in higher education leadership. With the world’s three oldest universities still operating in Iran, Morocco, and Egypt, the Middle East and North Africa were the cradle of civilization and higher education [13]. According to Frye [14], Ahvaz Jundishapur University of Medical Sciences in Iran, founded around 200 BC by the Sassanian King, Shapur I, is the oldest HE institution in the world. Middle Eastern scholars such as Ibn Khaldun Al-Hadrami of Tunis (1332–1406 AD) laid the foundations of different fields of knowledge, including economics, history, and sociology [15]. Researchers such as Oweiss [15] assert that the great work of Adam Smith was published around 370 years after the passing of Ibn Khaldun, which makes him the father of economics history. Nevertheless, being the cradle of civilization and higher education does not make the region a world pioneer regarding women’s representation in HE leadership roles. Efforts to break through cultural barriers and advocate for gender equality have been notable, yet legal and societal constraints continue to limit women’s full participation in leadership roles [13, 15, 16, 17].

1.2 Lebanese context

A distinctive mix of historical evolution, legal advancements, and societal transformations in Lebanon has significantly influenced women’s participation beyond their traditional domestic roles. The nation’s strides in enhancing higher education standards, coupled with the ratification of international conventions like the Convention on Elimination of All Forms of Discrimination Against Women (CEDAW) in 1997 [18] and the International Covenant on Economic, Social, and Cultural Rights (ICESCR) in 1972, have laid a foundation for promoting gender equality in education, securing equal access for both men and women ([19]). Despite these legal and educational advancements, Lebanese women need help achieving significant representation in leadership and decision-making positions within the political, social, and economic spheres. While educational attainment among women has seen remarkable growth, with a substantial surge in university enrollments and completion rates, this progress does not mirror the representation of women in the workforce or legislative seats, underlining a persistent gap between educational access and professional or political empowerment [20, 21].

Lebanon’s adherence to international legal standards, juxtaposed with its reservations on critical CEDAW articles about women’s nationality rights and personal status laws, reflects the intricate balance between global norms and local religious and national laws, highlighting the ongoing challenges in harmonizing these frameworks [20, 22]. Despite the historical context of equitable educational opportunities, deep-seated structural and societal barriers still need to be addressed, impeding Lebanese women’s full engagement and progression in various fields. Discrimination, rooted in sectarian dynamics, entrenched cultural norms, and prevailing social conservatism, is widespread, emphasizing the necessity for a broad-based societal approach toward achieving gender equality and empowering women [23, 24]. The societal portrayal of women primarily as caregivers, alongside the structural impediments, underscores Lebanon’s complex journey toward gender parity and the realization of women’s rights, portraying the country as progressive in certain aspects yet still facing formidable challenges in achieving true gender equality [20, 25].

1.3 Overview and problem statement

Lebanon faces pronounced gender disparities in higher education leadership, with Lebanese women significantly underrepresented in senior roles despite equal educational opportunities constitutionally guaranteed, and socioeconomic, political, and cultural barriers persist, hindering gender equality. Lebanon’s ranking of 132nd out of 146 countries in gender parity underscores the acute challenge of achieving gender equality in leadership positions within the nation’s higher education institutions [10]. Preliminary investigations reveal a stark gender divide, with a mere 15 out of 65 deanship roles occupied by women and no female representation in provost or chancellor positions across 30 Lebanese universities [26]. This gap not only reflects global issues of gender inequality but is also exacerbated by Lebanon’s unique socio-political and cultural landscape, characterized by a confessional system that entrenches gender biases and structural inequalities [12].

1.4 Purpose and research questions

This study aims to elucidate Lebanese women’s success strategies and best practices in higher education leadership, exploring these trailblazers’ lived experiences and career trajectories. By understanding the effectiveness of their strategy and the challenges they face, the research seeks to inspire and empower future generations of women leaders, fostering gender diversity and inclusion in educational institutions. The study addresses critical questions regarding the strategies, challenges, successes, and recommendations of women leaders in Lebanese higher education, aiming to contribute to supportive policies and initiatives that promote gender equity [27].

1.5 Theoretical frameworks

The study is anchored in the principles of appreciative inquiry (AI), emotional intelligence (EI), and social constructivism (SC), offering a multifaceted lens to examine the leadership dynamics of Lebanese women in academia. Appreciative inquiry emphasizes the power of positive inquiry to foster organizational growth, while Emotional Intelligence focuses on the critical role of emotional competencies in leadership effectiveness. Social constructivism highlights the importance of social interactions and cultural context in shaping leadership experiences and strategies. Together, these frameworks provide a comprehensive approach to understanding and leveraging the strengths and potential of women leaders in Lebanon’s higher education sector [28, 29, 30].

1.6 Limitations

The study’s phenomenological approach, focusing on subjective experiences and perceptions, poses inherent limitations related to researcher bias and data interpretation [31]. The need for more research on women leaders in Lebanon’s higher education further complicates data collection, necessitating reliance on parallel industries and literature to inform the study’s findings.

2. Women’s evolution in higher education leadership: from historical underpinnings to modern triumphs

The narrative of women’s participation in higher education within the Middle East, particularly in Lebanon, unveils a historical context with progress and impediments. In the Arab Middle Eastern region, despite the scarcity of data on women’s representation in higher education faculties, a historical lens reveals a journey marked by significant strides from ancient civilizations to contemporary academia. Early civilizations recognized women in societal and educational realms, with pre-Islamic societies valuing women’s roles significantly [32, 33]. The advent of Western influences and colonialism in the nineteenth and twentieth centuries spurred movements toward educational modernization and legal reforms, leading to the establishment of the first girls’ schools and women’s colleges, albeit primarily for the elite [34, 35].

2.1 Lebanon’s distinct journey

With its rich history and sociopolitical complexity, Lebanon stands out in the Arab region for its early embrace of women’s education. The nation’s educational evolution, deeply influenced by historical events from the Ottoman Empire to the French Mandate and beyond, set the stage for significant educational reforms and the advent of institutions that welcomed women into higher education [36]. The establishment of prestigious institutions like the American University of Beirut and Saint Joseph University played pivotal roles in this transformation, introducing Lebanese women to Western education and opening doors to leadership roles within academia [37].

2.2 Milestones and modernization

The post-independence era marked a turning point, with Lebanese women gradually stepping into the educational sector as educators and administrators. In the mid-twentieth century, we have witnessed a steady increase in women’s representation in higher education leadership. Notable figures such as Mirna Bustani, the first female university professor in Lebanon, and Emilie Nasrallah, a celebrated Lebanese writer and college graduate, underscore the gradual shift toward recognizing women’s capabilities in academia and beyond [38, 39].

2.3 Challenges and resilience

Despite the progress, women in the Middle East, particularly Lebanon, continue to confront barriers to achieving full representation in academic leadership. The long-standing patriarchal norms and political patronage systems often hinder the complete realization of women’s leadership potential in higher education. Nonetheless, the early twenty-first century has seen women occupy significant positions across regional universities, albeit slowly and with considerable variation across countries [40, 41].

The journey of women in higher education leadership within the Middle East, illuminated by Lebanon’s unique narrative, reflects a complex interplay of historical, cultural, and political factors. From ancient times to the present day, the progress achieved underscores a collective resilience and a relentless push toward gender equality in academia. While notable advancements have been made, the continued underrepresentation of women in leadership highlights the need for ongoing efforts to dismantle the remaining barriers, paving the way for a more inclusive and equitable academic landscape.

2.3.1 Unveiling the complexity of underrepresentation: lebanese women in higher education leadership

Despite educational advancements, Lebanese women face substantial underrepresentation in higher education leadership roles, a multifaceted issue shaped by socio-economic, political, and cultural dynamics [10, 26]. The intricate web of work, culture, and governance hinders women’s employment and academic ascendancy, reflecting a persistent struggle against gender inequalities [10, 20, 42].

2.3.1.1 Sociopolitical and legal barriers

Lebanon’s unique consociationalism, intended to ensure democratic representation among its diverse religious sects, paradoxically contributes to the gender gap in leadership. The sectarian governance system, bolstered by historical conflicts and external influences, complicates national unity and social cohesion, particularly in education [36, 43, 44]. The sectarian-based judicial pluralism, privileging equality among sects over gender equality, further entrenches patriarchal norms, limiting women’s rights and their representation in leadership [45, 46].

2.3.1.2 Socioeconomic hurdles

The Lebanese job market, characterized by a surplus of graduates, limited opportunities, and economic instability, exacerbates gender disparities. Women face additional challenges in job retention and career advancement due to a patriarchal societal fabric that privileges men economically and socially [36, 47, 48]. This male-dominated society, with its traditional division of labor and strict gender roles, discourages women from pursuing leadership paths or challenging societal gender norms [49, 50].

2.3.1.3 Sociocultural constraints

Cultural perceptions of gender roles place significant social pressure on individuals, with local sociocultural norms viewed as barriers to women’s career decisions [42, 51]. The societal expectation for women to prioritize family over professional aspirations, coupled with the devaluation of women’s work compared to men’s, limits their advancement in academia and leadership roles [52, 53]. The emphasis on motherhood, while providing a platform for civic engagement, also reinforces traditional roles that can restrict women’s professional opportunities [54].

2.3.2 Integrating theoretical perspectives on leadership dynamics in higher education

To fully grasp the experiences of Lebanese women in higher education leadership, it is imperative to explore theoretical frameworks such as appreciative inquiry (AI), emotional intelligence (EI), social constructivism (SC), and transformational leadership (TL). These paradigms provide valuable insights into the strengths, emotional competencies, and contextual factors influencing Lebanese women’s leadership journeys. By integrating these theories with the contextual challenges discussed, a comprehensive perspective on the potential for fostering gender equity in leadership roles within Lebanese higher education is developed. Theoretical frameworks in research are paramount, offering a structured lens to explore complex phenomena within a philosophical context. Lederman [55] and Ennis [56] emphasize the frameworks’ role in lending validity and direction and identifying gaps through comprehensive literature reviews. This study adopts such a structured approach, weaving together the principles of AI, EI, and SC to dissect and illuminate the leadership journeys of Lebanese women in higher education (HE), aiming to develop a rich understanding of the dynamics at play in advancing gender equity and leadership effectiveness in the sector.

2.3.2.1 Appreciative inquiry: leveraging organizational strengths

Appreciative inquiry (AI), as introduced by Cooperrider [57], emphasizes the collective strengths within organizations to foster positive development. The 4-D Cycle of AI underpins discovering strengths, dreaming of future possibilities, designing pathways, and realizing destiny, promoting a collaborative and strength-based approach to organizational growth [57, 58]. This philosophy aligns with transformational leadership, advocating for enhancing strengths to achieve excellence and transformation within the educational sector [59, 60, 61].

2.3.2.2 Transformational leadership: catalyzing change

Transformational leadership (TL) is foundational in inspiring followers to achieve collective visions and exceed expectations. This leadership style, emphasizing motivation and collective aspiration, resonates with the strength-based approach of appreciative inquiry and is crucial for fostering women’s leadership in Lebanese HE institutions [62, 63, 64]. The potential of women to enact transformative change in academic settings is acknowledged yet often underutilized due to systemic biases [26, 65].

2.3.2.3 Emotional intelligence: enhancing leadership effectiveness

Emotional intelligence (EI) plays a critical role in leadership, encompassing the ability to understand, manage, and influence emotions effectively [66, 67]. EI’s significance in fostering leadership skills and interpersonal effectiveness is highlighted, with its historical roots tracing back to early psychological theories [29, 68]. In the Lebanese context, EI is instrumental for educators and leaders in navigating the emotional landscapes of HE institutions, enhancing performance, and fostering a conducive learning environment [69].

2.3.2.4 Social constructivism: shaping perceptions and identities

Social constructivism (SC) and constructionism emphasize the role of societal interactions and cultural narratives in constructing knowledge and identities [70, 71]. These perspectives underline the collaborative nature of learning and the influence of cultural and social contexts in shaping individual and collective understandings. In Lebanon, the sociocultural backdrop plays a significant role in defining women’s leadership experiences and opportunities within higher education [50, 72].

2.3.2.5 Synergizing theoretical perspectives: toward an integrated understanding

The interplay between appreciative inquiry, emotional intelligence, and social constructivism offers a comprehensive framework for examining the multifaceted nature of women’s leadership in Lebanese higher education. These theories collectively illuminate the strengths, emotional competencies, and contextual influences shaping the leadership journeys of Lebanese women. Furthermore, exploring transformational leadership within this theoretical synergy underscores the potential for fostering a more inclusive and equitable academic landscape where women’s leadership is recognized and valued.

2.3.3 The multifaceted success of women leaders in Lebanon and the broader Middle East

While the higher education industry remains the primary focus of this study, the scarcity of research on women leaders in this sector [24, 73, 74, 75] prompts drawing comparisons from other areas, especially entrepreneurship and management. Reviewing the literature on pioneering women’s journeys and navigating the region’s unique socio-cultural and economic challenges offers invaluable insights. While delving deeper into the literature, the aim is to uncover the myriad factors contributing to their success and strategies against the rich backdrop of Lebanon and the Middle East.

2.3.3.1 Women’s leadership success in the Middle East

The Middle East, with its rich cultures and traditions, presents a unique backdrop against which women’s leadership journeys unfold [73, 74, 75, 76, 77, 78, 79]. While the region has seen a surge in women’s participation across various sectors, their leadership success is influenced by many factors. From the deeply embedded societal norms and the patriarchal structures that have historically dominated the landscape to the evolving approaches to career success and the remarkable achievements of individual women leaders, the narrative of women’s leadership in the Middle East is complex and inspiring. The exploration of the literature delves into the research gaps, societal challenges, career success approaches, and the achievements that shape women’s leadership success in this region.

2.3.3.2 Research gaps and societal challenges

According to Tlaiss [73, 74, 75], there needs to be more research on successful female leaders in Lebanon and the Middle East. Research on women’s career and professional success in Lebanon and the Arab Middle East is minimal and often overlooked. Additionally, Hallward and Bekdash-Muellers [80] highlight a gap in research regarding the elements influencing how Middle Eastern female leaders perceive success. Grasping these factors is vital as it provides insights into what drives women’s leadership in non-Western cultures. Discussions about Arab Women’s perceptions of career success also frequently overlook men’s dominance over women [75, 81]. In the Arab world, careers are seen as socially constructed, reinforcing male dominance in managerial roles and masculine ideals [49, 75]. Hallward and Bekdash-Muellers [80] argue that numerous studies have explored the limited presence of female leadership in the Arab region, often attributing it to societal patriarchal norms and practices in both public and private sectors. Key areas of focus in the literature include the need for more female mentorship, challenges related to work-life balance, and societal expectations of women as primary family caregivers [77, 80, 82, 83, 84, 85, 86, 87, 88]. However, only a handful of these studies have delved into whether progress in the paid workforce truly signifies success for women in non-Western cultures [80, 82, 87, 88].

2.3.3.3 Approaches to career success and gender dynamics

Research on female leadership in the Middle East primarily focuses on managerial roles within the paid labor market, often linking leadership to increased female labor participation, financial access, and human resource (HR) practices promoting career growth [77, 85, 89]. However, this perspective, influenced by Western values, overlooks unpaid labor leadership and women’s agency, including their personal and career choices [80]. Therefore, three main approaches to understanding career success have been identified: individual, behavioral, and structural [90, 91, 92]. The individual approach emphasizes personal attributes, such as education and experience, as key determinants of success [91, 92, 93, 94]. Aligning with this approach, Tlaiss [75] argues that many women in the Arab Middle East region believe that investing more in their education and experience than their male peers is essential for promotions. Tlaiss [75] asserts that while the human capital theory supports this perspective, it also highlights the gender inequalities women face in organizations. Rooted in the social capital theory, the behavioral approach suggests that proactive career strategies, like networking, can influence career progression [95, 96, 97]. In the Arab world, networking or “wasta” plays a significant role, though it is sometimes seen as prioritizing connections over merit [53, 75]. Some women, recognizing the importance of “wasta,” strategically use it to advance in male-dominated environments. According to Tlaiss [75], the structural approach examines how organizational structures impact career success, considering factors like organization size and promotion policies. Nonetheless, many women expressed dissatisfaction within their organizations, emphasizing a lack of support and training opportunities [90, 91, 92, 93].

While these approaches have been applied in Western contexts, according to Tlaiss [75], their application in the Arab Middle Eastern region is limited. For instance, Tlaiss [75] underscores the need to explore how Lebanese women perceive career success and rely on these approaches. On the other hand, while women’s perceptions of success are influenced by a combination of individual attributes, proactive strategies, and organizational structures, the challenges they face, such as gender biases and societal expectations, highlight the need for a more comprehensive understanding of women’s leadership success in the Middle East [75]. Tlaiss [98] asserts that our knowledge of Arab women’s career success is limited, especially since success is typically linked to masculinity defined by rationality and independence. Not considering gender when analyzing factors and results of women’s career success can perpetuate stereotypes about women’s drive and dedication to their professions [75, 94]. This oversight fails to recognize women’s intricate challenges in their career progression, including gender discrimination and other barriers. Ignoring gender also misses women’s comprehensive approach to assessing their careers, factoring in relationships, opportunities, and limitations [75, 94, 99, 100]. For instance, women tend to prioritize accomplishments, good rapport with peers, work-family balance, and family commitments over solely advancing in their careers [75, 93, 100].

2.3.3.4 Achievements, regional differences, and support systems

Despite their challenges, Middle Eastern women leaders viewed their professional journeys as successful [75, 101]. Female networks in business, academia, and professional sectors are emerging [102, 103]. Women-led organizations are enhancing women’s skills and lobbying for their inclusion in national development plans [102, 104, 105]. Individual women, such as Dala Ghandour, a young Lebanese attorney who ran as an independent candidate in the Beirut municipality elections in May 2010, and Amina Taher, an Emirati with an MBA from the London Business School and the Communications Manager at Mubadala Development, a prominent investment firm affiliated with the Abu Dhabi Government, are making significant strides in various sectors. Their achievements emphasize the importance of women in leadership roles [102, 106]. On the other hand, while past research indicates that women, particularly those with caregiving and domestic duties, often undervalue their accomplishments, the findings within the Middle Eastern context differ [73, 74, 107, 108]. This discrepancy can be attributed to regional differences [73, 74]. For instance, while Western women might not see themselves as successful due to familial obligations impacting their work, women in the Middle East benefited from hired live-in assistance, alleviating household duties. This aligns with previous research findings such as Tlaiss [98] and Tlaiss [49] on the prevalence of live-in help in Arab Middle Eastern nations and its positive impact on women’s career progression. Additionally, women’s positive self-assessment might be a counter-response to the prevailing notion linking success with male attributes [75, 81, 109].

Building on the intricate landscape of women’s leadership in the Middle East, it is crucial to delve into specific sectors where their influence is substantial, particularly in academia and entrepreneurship. Through the literature, the following section sheds light on the strides made by Lebanese women in these domains, juxtaposing their achievements with the challenges they face in a traditionally male-dominated society.

2.3.4 Pioneering paths: lebanese women’s triumphs in academia and entrepreneurship

The journey of Lebanese women in academia reflects a narrative of substantial progress and resilience. Women constitute 56.8% of Lebanon’s nearly 200,000 higher-education students, so their dominant presence in academic institutions is undeniable [79]. This academic achievement extends into professional realms, notably in education, health, and social services, with many Lebanese women holding advanced degrees from globally recognized universities. Parallel to their academic success, Lebanese women entrepreneurs craft their identities through their multifaceted roles as mothers, wives, and business owners, defining success beyond mere business achievements to include contributions to their families, communities, and the national economy [27, 110].

2.3.4.1 Confronting shadows: challenges and disparities

Despite these accomplishments, Lebanese women’s achievements in higher education and entrepreneurship are often overshadowed by the traditional male-dominated societal structure. The barriers extend beyond cultural hurdles to structural challenges, such as gender discrimination in leadership roles and societal caregiving expectations, contributing to one of the lowest female labor participation rates globally [49, 111]. These disparities are further exacerbated by economic instability, where monetary rewards become a critical measure of career success, and the persistence of traditional careers influenced by local institutional factors and gender biases [73, 112].

2.3.4.2 Navigating success: strategies and empowerment

In response to these challenges, Lebanese women utilize a behavioral approach, prioritizing career strategies, networking, and human capital investment for career advancement without organizational support. This proactive approach underscores the importance of education as a tool for personal and societal empowerment, providing women with greater self-confidence, self-esteem, and financial autonomy, thereby enhancing their societal standing and job prospects [38].

2.3.4.3 Bridging gaps: toward leadership and equality

The transformative power of education emerges as a critical lever for advancing women’s rights and securing leadership roles. However, the journey toward leadership success in higher education in Lebanon and the broader Middle East remains fraught with challenges, highlighting a significant research gap that demands attention [24, 50, 75]. Addressing this gap necessitates a nuanced understanding of the barriers and opportunities that shape Lebanese women’s leadership trajectories in academia and entrepreneurship.

2.3.5 Unraveling cultural, organizational, and structural hurdles faced by Lebanese women leaders in higher education

Lebanese women leaders in higher education confront a labyrinth of challenges born from the patriarchal and historical fabric of Arab culture. These obstacles are magnified by societal, legal, and organizational frameworks, delineating rigid roles and expectations for men and women, significantly hindering women’s ascent to leadership roles [102, 113].

2.3.5.1 Sociocultural dynamics and gender roles

The patriarchal nature of Arab societies, emphasizing distinct gender roles, places men in competitive, achievement-driven positions while women are relegated to caregiving roles [74, 114]. This cultural paradigm restricts women’s career opportunities, often limiting them to socially acceptable fields like education and healthcare. It keeps them from leadership positions due to long work hours, travel, and public engagement expectations.

2.3.5.2 Organizational and societal barriers

Women in Lebanon face steep organizational and cultural barriers, including inadequate training, lower salaries, biased performance appraisals, and limited networking opportunities due to traditional gender norms [53, 106]. Despite constituting over half of the university student population, women’s representation in the labor market and higher administrative roles is disproportionately low, further complicated by structural barriers like conflicting school and work schedules [79, 111].

2.3.5.3 Navigating stereotypes and biases

Stereotypes that depict leadership and management roles as inherently masculine create biases in male colleagues and within the female workforce [115, 116]. These biases are reflected in recruitment and selection processes, often influenced by nepotism and personal contacts, which disadvantage women.

2.3.5.4 Research gaps and structural impediments

There is a significant research gap in understanding the career progression dynamics for women in the Middle East, including Lebanon [27, 114]. This gap underscores the need for a deeper exploration of the cultural and gendered dimensions that influence Lebanese women leaders’ perceptions of success, especially in higher education.

2.3.5.5 Bridging gaps and breaking barriers

Lebanese women in higher education leadership roles navigate a complex matrix of cultural, organizational, and structural barriers. These challenges, deeply entrenched in societal norms and expectations, underscore the urgent need for systemic changes to facilitate women’s empowerment and equality in leadership positions. Addressing these barriers requires concerted efforts to dismantle societal stereotypes, reform organizational practices, and create more inclusive structures that recognize and value the contributions of women leaders. As this discussion progresses, it will explore strategies and interventions to support Lebanese women leaders in overcoming these multifaceted barriers and paving the way for a more gender-inclusive future in academia and beyond.

2.3.6 Navigating success: cultural and gendered dimensions in Middle Eastern and Lebanese leadership

Success, as defined by Fernández et al. [117], encompasses achieving goals, completing tasks, or obtaining favorable outcomes. This broad interpretation allows flexibility across various contexts, distinguishing between professional achievements (career success) and personal milestones (personal success). Hughes [118] emphasizes that a thorough understanding of career success must account for societal structures and their influence on individual perceptions of success.

2.3.6.1 The dual facets of career success

Career success has evolved from traditional, linear pathways to objective (promotions, salary) and subjective (personal satisfaction, work-life balance) criteria [119, 120]. This evolution reflects a shift from societal benchmarks to individual-centric evaluations of success, highlighting the importance of personal values and aspirations in defining achievement.

2.3.6.2 Cultural implications on career success

Research has often neglected the cultural nuances influencing career success, particularly in non-Western contexts where societal norms and values, such as gender roles and materialism, play a significant role in shaping perceptions of success [98, 121]. This oversight underscores the need for a deeper exploration of career success within specific cultural settings.

2.3.6.3 Gender dynamics in leadership success

In Arab societies, leadership and success narratives have been gender-biased, traditionally equating success with hierarchical positions and expecting women to conform to masculine norms [80, 122]. This bias affects women’s career advancement, making it crucial to examine these stereotypes within different cultural contexts and explore work-life balance from a gendered perspective.

2.3.6.4 Lebanese women’s perspective on success

Lebanese women define career success through external markers (achieving managerial roles) and personal attributes (happiness, financial independence). This blend of objective and subjective measures reflects their attempt to navigate societal and organizational barriers while adhering to traditional caregiver roles [75]. The emphasis on personal fulfillment alongside professional achievements illustrates the complex interplay between societal expectations and individual aspirations.

As the discourse on the cultural and gendered dimensions of leadership in the Middle East and Lebanon unfolds, it illuminates the diverse pathways and perspectives of women’s leadership in higher education. This exploration, rich in insights into the challenges and achievements of Lebanese women leaders, sets a foundational backdrop for the concluding reflections of this study. The journey through theoretical frameworks and real-world experiences offers a holistic view of the barriers overcome and the successes achieved. In the final segment of this chapter, we aim to distill these reflections into a coherent synthesis, underscoring the significance of our findings and their implications for fostering an inclusive and empowering environment for women leaders in academia.

3. Conclusion

In the culmination of this study, we have ventured into the complexities and achievements of Lebanese women in academia. This exploration, grounded in appreciative inquiry, emotional intelligence, and social constructivism theoretical frameworks, has illuminated women’s nuanced challenges and innovative strategies to navigate and transcend the cultural, organizational, and structural barriers prevalent in Lebanese higher education. The insights garnered from this qualitative examination underscore Lebanese women’s resilience, determination, and transformative leadership, who, despite the patriarchal constraints, have managed to foster significant changes in the tertiary education landscape.

The recommendations from this study advocate for systemic changes to further empower Lebanese and Middle Eastern women in leadership roles. It is imperative to develop supportive frameworks that address these women’s multifaceted hurdles, enabling them to balance societal expectations with their professional aspirations effectively. Such frameworks must prioritize gender equity, advocate for the inclusion of women in decision-making positions, and foster an environment that values diversity and innovation.

Moreover, this chapter has showcased the positive impact of applying appreciative inquiry, emotional intelligence, and social constructivism in understanding and enhancing the leadership capabilities of women in academia. These theoretical perspectives offer invaluable insights into fostering positive organizational change, highlighting the importance of emotional competencies and the role of social constructs in shaping knowledge and identity within the context of women’s leadership.

As we move forward, the call to action is clear: to continue advocating for the rights and recognition of Lebanese women leaders in higher education, to celebrate their achievements, and to recognize their pivotal role in driving innovation and change. This narrative catalyzes stakeholders within the education sector to champion diversity, encourage innovation, and empower future generations of women leaders. Through collective effort and strategic policy implementation, we can further dismantle the barriers to gender equality in academia, laying the foundation for a more inclusive, equitable, and innovative future in tertiary education.

The journey of Lebanese women leaders in higher education, as revealed through this study, challenges traditional societal roles and aligns with the broader quest for gender equality and empowerment. Their triumphs and the strategies they employ provide a blueprint for future advancements, urging us to persist in our efforts to ensure that today’s achievements pave the way for the leaders of tomorrow. In doing so, we honor the legacy of these trailblazers and commit to a future where the hand that rocks the cradle indeed rules the academic world, unfettered by the constraints of gender bias and empowered to achieve its fullest potential.

Acknowledgments

I extend my heartfelt gratitude to Pepperdine University’s Graduate School of Education and Psychology (GSEP) for its steadfast dedication to academic excellence and commitment to developing the whole person. GSEP’s emphasis on leadership, community engagement, and the healing of minds and souls reflects the core values that have profoundly influenced my research endeavors. Their mission to inspire service and change is deeply woven into the fabric of my scholarly work. I am immensely thankful for the school’s vision to educate with a spirit of generosity, which has guided my academic journey and shaped my aspiration to contribute meaningfully to higher education.

A special acknowledgment is reserved for the Excellence and Innovation Project’s Committee (EIP), whose guidance, expertise, and encouragement have been instrumental in shaping the direction and success of this research. I am particularly thankful to Drs. Gabriella Miramontes, Farzin Madjidi, Maria Brahme, Theresa Dawson, and Kelly Sullenberger, whose insights and feedback have been invaluable. Additionally, I would like to express my profound appreciation to Dr. Farzin Madjidi, esteemed Dean and Professor at Pepperdine Graduate School of Education and Psychology, whose inspirational leadership and academic prowess have profoundly impacted my journey.

The collaborative spirit, intellectual rigor, and commitment to excellence demonstrated by the EIP Committee have greatly enriched my doctoral experience. Their contributions went beyond academic guidance, providing me with lessons in perseverance, integrity, and the pursuit of knowledge that I will carry forward in my career.

Thank you all for your indispensable role in bringing this work to fruition.