GENDER AND EXPERIENCE AS INFLUENCERS OF REFLECTIVE THINKING IN ACADEMIC ADMINISTRATION: A COMPARATIVE STUDY

Abstract

Reflective thinking, a cognitive process wherein individuals analyze their own experiences to gain deeper understanding and improve future performance, is a key skill for academic administrators. This study explores the impact of gender and experience on reflective thinking among academic administrators in Islamabad's higher education institutions. Reflective thinking, crucial for effective leadership and adaptive management, varies significantly among individuals due to personal and professional characteristics. The quantitative research engaged Heads of Departments and Deans, utilizing a meticulously designed questionnaire to evaluate various reflective thinking indicators such as open-mindedness, self-awareness, and critical thinking. This study explores the reflective thinking abilities of academic administrators in higher education institutions, focusing on gender and experience as potential influencing factors. The findings reveal no significant difference in reflective thinking between male and female administrators. Similarly, the study found no consistent trend in reflective thinking across different experience levels, although administrators with over 20 years of experience had the highest average scores (mean score: 4.04). The study also delves into specific indicators of reflective thinking, showing high engagement across all indicators, with problem-solving scoring the highest (mean score: 4.36). Metacognition, however, had the lowest mean score (3.81) and the highest variability (standard deviation: 1.06), indicating potential gaps in self-awareness and self-regulation. In terms of open-mindedness, scores were generally high, particularly in being open to feedback, though some anxiety was noted (mean score: 3.50). Self-awareness and critical thinking were well-developed, though identifying personal strengths and areas for improvement was weaker (mean score: 2.64). Curiosity and continuous learning reflected a strong desire to seek new information and apply it professionally, with particularly high scores in continuous learning. The study's practical implications include the development of structured reflective practice programs, metacognitive training workshops, mentorship and coaching programs, peer learning groups, and robust feedback mechanisms. Continuous professional development opportunities tailored to reflective practice needs are also recommended. Implementing these suggestions can enhance reflective thinking abilities among academic administrators, leading to more effective leadership and management within higher education institutions.