Career Trajectories of the Female Faculties in the Private Universities of Bangladesh

Abstract

The education sector is considered as one of the suitable areas that facilitate women to pursue a prestigious career. Recently, along with public universities, private universities are significantly contributing to higher education in Bangladesh. Female faculties are building their careers in private universities. In university-level education, a faculty member plays a significant role in bringing out the talent hidden among the students and grooms them up for a future career. This study aims to trace the satisfaction, possible barrier, and progression prospect of the female faculties working in the private universities in Bangladesh. This study adopts a phenomenological research design to portrait the life experiences of ten female faculties regarding the respondents' attraction to the teaching as a career, satisfaction issues (self-satisfaction, enjoyment, contentment, etc.), barriers (challenges in managing family, discontentment, stress, etc.), and dream about their career progression. This study tries to uphold an extensive understanding of female faculties' thirst for involvement, struggle for difficulties, and motivation for advancement. The study sketches the career trajectories of female faculties in private universities, and it provides insight to the concerned authority to improve the working condition for the female faculties by taking proper steps.

A temporal gaze on work-life balance in academia: Time, gender, and transitional episodes in Bangladeshi women faculty narratives

“…Second, Bangladeshi gendered academia reflects larger temporal landscapes that shape WLB among women faculty, where official WLB policies or institutional practices are absent. 4 Amid the absence of official WLB policies and practices, like other Global South contexts, Bangladeshi women rely on informal practices of temporal flexibility to address their WLB needs (Hossain & Rokis, 2014 ; Tabassum & Rahman, 2020 ). Among the 15,571 academic members in Bangladesh, only 4,472 are women (Abbas, 2017 ).…”

“…Furthermore, most women faculty in the Bangladeshi HE sector mirror the broader SA HE sector, which draws faculty from upper- or middle-class families (Hossain & Rokis, 2014 ; Morley & Crossouard, 2016 ). While the number of women entering the academic profession grew recently (Alam et al, 2005 ; Tabassum & Rahman, 2020 ), one major reason Bangladeshi women join academia is to gain temporal autonomy (i.e. flexible schedule) to meet family needs (Hossain & Rokis, 2014 ; Tabassum & Rahman, 2020 ).…”

“…While the number of women entering the academic profession grew recently (Alam et al, 2005 ; Tabassum & Rahman, 2020 ), one major reason Bangladeshi women join academia is to gain temporal autonomy (i.e. flexible schedule) to meet family needs (Hossain & Rokis, 2014 ; Tabassum & Rahman, 2020 ). Based on their study on women academics’ WLB strategies in a public university, Hossain and Rokis ( 2014 ) found gender norms regulating women faculty’s lives despite their well-regarded jobs as participants “still voluntarily prefer[ed] to care more for their families and domestic lives” (p. 100).…”

Navigating Shomoyscapes: Time and faculty life in the urban Global South

“…A complex shomoyscape was also instigated by childcare, forcing faculty to engage in temporal agency (e.g., accommodating child’s temporal need), particularly among female academics. Like gendered academics elsewhere (Acker and Armenti, 2004; Conesa and González, 2018; Spurling, 2015; Ylijoki, 2013), recent studies on Bangladeshi academics demonstrated that female academics face significant barriers to career trajectories and work/life balance, given the gendered labor towards family and childcare (e.g., Tabassum and Rahman, 2020; Uddin et al, 2013). Neela, introduced earlier, pointed out how the burden of childcare fell mostly on mothers.…”

Relationship between Emotional Intelligence of Managers and Job Attitudes of Employees: A Study on the Working MBA Students in Chottogram City

“…Based on this definition, Ramana, Varaprabhakar, and Malyadri (2020) referred job satisfaction as an efficacious personal attitude toward the nature of work and roles they really fulfill. It is further considered as the degree to which an individual likes or enjoys his/her job (Zhang, Ahmad, and Cao, 2018;Tabassum and Rahman, 2020;Dewi and Riana, 2020). In the same way, Elom et al (2018) prescribed job satisfaction as a state that is reflected and influenced by an individual"s work experiences, present and future hopes.…”