C Kabonesa, April Emergent Women Leaders in Institutions of Higher Learning: Reflections on Integrating Information Communication Technologies (ICTs) in Gender Curriculum. Consolata Kabonesa, Ph.D., Depart. of Women and Gender Studies, Makerere University, Kampala, Uganda presented at the 2006 Australian Technology Network - “Women’s Executive Development Conference: Change in Climate? Prospects for Gender Equity in Universities” Stamford Plaza Adelaide, Adelaide, South Africa Australia, April 2006

C Kabonesa, April Outline of the presentation  Introduction  Integrating ICTs in Gender Curriculum  Benefits  Leaderships issues  Conclusion

C Kabonesa, April Introduction (1) - Opportunities  Environmental change in the Higher Institutions of Learning  Information Communication Technologies (ICTs) and Higher Institutions of Learning  Integrating gender in the University Curricula  Integrating ICTs in the gender courses by gender departments.  How did the Department of Women and Gender Studies respond to the Change in Climate?

C Kabonesa, April Introduction (2)  Integration of ICTs in gender curricula requires leadership that incorporates emergent leaders and transformational leaders’ skills  Emergent leadership is A function of individual and contextual variables, group dynamics and gender roles among others A social process during which an individual becomes a leader A process where group members exert influence on another group to change the environment

C Kabonesa, April Introduction (3)  ICTs requires transformational leaders who promote justice and freedom  Training academics in the use of ICTs requires transforming their thinking, their way of looking at technology & transforming their practices; being flexible and understanding  How did this type of leadership play out in integrating ICTs in the gender curricula?

C Kabonesa, April Integrating ICTs in Gender Curriculum  Makerere University’s ICTs environment  University’s commitment to gender mainstreaming  Department offers a variety of undergraduate and graduate courses, - provide opportunities to be more innovative in presentations.  Department to promote gender equity in teaching and learning

C Kabonesa, April Technology Integration  In The Carnegie Corporation of New York grant  Department took advantage of the existing environment  The department wanted to change women’s perception and use of ICTs  Enhance its role in promoting gender equity.

C Kabonesa, April Technology integration (2)  The Department in its Strategic Plan: Provide quality teaching and training in gender and development through the use of ICTs; and Improve communication between staff & students Strengthen the study of gender from an interdisciplinary perspective.  Lacked of equipment, had limited experience and capacity to use ICTs.

C Kabonesa, April Technology Integration(3)  Less than 10% owned their own computers or had received training in ICT.  The staff members who had access to computers in the department or outside, used them more for word processing rather than as educational tools  Over 90 % of the staff indicated they would use the educational technology in both undergraduate and graduate courses.

C Kabonesa, April Technology Integration (4)  Imparted skills Web-based teaching skills Use of different teaching aides/equipment to enhance their teaching Data storage skills Research related skills

C Kabonesa, April Benefits  Academic Staff Enhanced teaching skills Enhanced research skills Enhanced delivery/communication skills Skills in using various equipments increased contact with students Increased interest in ICTs-related research Increased interest of non-academic staff to learn ICTs

C Kabonesa, April Students  The majority of students are more ICT friendly  Students are able to conceptualize and articulate gender issues  Improved their confidence to participate in class discussions  Increased students exchange of ideas and information  Improved skills in research

C Kabonesa, April Students  Enhanced the students’ skill and capacity to use computers,  Increased students’ access to resources thru Internet services.  Students skills, personal knowledge and ability to use the information obtained from the Internet in other courses.  Contributed to improved student’s grades.

C Kabonesa, April The Department of Women and Gender Studies  Acquired more teaching aides  Started a number of ICTs programs  International networking/linkages  Local recognition in ICTs delivery skills  Lead role in e-learning in the University  Support of non-teaching staff to develop their ICT skills

C Kabonesa, April Leadership issues  Individuals have taken the lead in the use of ICTs in classroom instruction and research  Mentoring colleagues  Influenced other units to integrate gender in their curricula, e.g Faculty of Computer Science  The Department is one of the pilot unit for e- learning in the university

C Kabonesa, April Leadership issues  The only Department where the internet Kiosk has been established  The department perceived/treated at the same level as a faculty or an institute  Department perceived to be self-reliant financially  Challenges in adoption to web-based  Financial challenges

C Kabonesa, April Conclusion  The success has not come easy - there have been huddles to deal with on a daily basis  The success has depended heavily on leadership that brings every one together to monitor project progress, assess individual progress in use of ICTs and develop goals for what they want to achieve

C Kabonesa, April Conclusion  The success through lobbying and being assertive and demanding what for one’s rights.  It is still a long way to have ICTs full integrated in the gender curricula, but the move that the University has taken in e- learning will create an incentive for academic staff to embrace ICTs in teaching and learning.