Gender and Management in HEIs: Changing organisational and management structures

Özkanlı, Özlem; Machado‐Taylor, Maria de Lourdes; White, Kate; O’Connor, Pat; Riordan, Sarah; Neale, Jenny

doi:10.1080/13583880903073008

Cited by 25 publications

(6 citation statements)

References 13 publications

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“…Bagilhole and White ( 2008 ) acknowledge that females remain excluded from top leadership positions at colleges and universities due to issues relating to “career mobility, experience outside academia, selection processes, and gender stereotyping” (abstract). This is a global phenomenon and higher education institutions are aware of such barriers, but have yet to fully address systematic structures and organizational cultures that continue this trend (Özkanlı et al, 2009 ). Although prior research has indicated females may receive more direct leadership development assistance than males (Burke & Collins, 2001 ), results from this study imply that higher education can do more (e.g.…”

Section: Discussionmentioning

confidence: 99%

Leadership development programming in higher education: an exploration of perceptions of transformational leadership across gender and role types

et al. 2021

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Transformational leadership, a type of leadership commonly promoted within higher education, has been shown to positively affect performance, collaborative behavior, and goal accomplishment. Such skills may correlate with the level of job responsibility one has been given and the technical, human, and conceptual skills needed for one to be successful. This study sought to bridge a research gap by exploring correlations between transformational leadership and skills-approach leadership with an exploration of the role of gender within perceptions. An unexpected result based on gender was found: As females achieve higher roles within the Land-Grant University System, the perception of their transformational leadership decreases while that of males increases. Transformational leadership and skills-approach leadership is discussed within the context of gender.

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Section: Discussionmentioning

confidence: 99%

Leadership development programming in higher education: an exploration of perceptions of transformational leadership across gender and role types

et al. 2021

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“…This creates an environment where female academics have to outperform men so that their research potential or contribution is noticed. Similarly, Ozkanlı et al (2009) and Harley (2003) point out that the higher education (HE) system and its structure favour norms that disadvantage women in being recruited, for instance, for top institutional posts and the allocation of various resources. The sociocultural system also impedes female academics by assuming their pivotal centrality within the family and domestic setting, thus undervaluing their role in a scientific and public setting.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In line with Aiston and Jung (2015), it is not just the sociocultural and family-related factors that hinder females' research, but also the systemic and structural discriminatory practices within academia. Furthermore, studies by Ozkanlı et al (2009) and Harley (2003), among others, point out how the HE system and structure favour masculine norms, which naturally increases female academics' difficulties.…”

Section: Professional and Institutional Factorsmentioning

confidence: 99%

Are female academics more research resilient? Evidence from South India’s engineering institutions

AISDL¹

2021

Preprint

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This study explores the various factors that influence female academics to be able to conduct research and publish in a developing country scenario, specifically India. This ongoing study focuses on Sustainable Development Goal (SDG) 4: Quality Education, SDG5: Gender Equality and SDG8: Decent Work and Economic Development by looking at South India’s engineering academics, with the main purpose of identifying and exploring various factors influencing their employment and Research Productivity (RP).

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“…They are proud of their histories and traditions (Easterly & Ricard, 2011;Eddy, 2008;LeSavoy & Bergeroni, 2011;Madden, 2011;Muñoz, 2010). While these organizations have evolved, male oriented practices and ideals remain (Ballenger, 2010;Bird, 2011;Bornstein, 2008;Easterly & Ricard, 2011;Eddy, 2008;Eddy & Cox, 2008;Glazer-Raymo, 1999;Ozkanli et al, 2009;Vaccaro, 2011;White et al, 2010) including a hierarchical division of labor (Ballenger, 2010;Bird, 2011;Eddy & Cox, 2008;Glazer-Raymo, 1999; S. J. Jones & Palmer, 2011;Madden, 2005Madden, , 2011Singell & Tang, 2013;White et al, 2010) and the use of positional power (Eddy & Cox, 2008; S. J.…”

Section: Culturementioning

confidence: 99%

“…Studies focusing on women in higher education administration have been conducted in Australia (Bagilhole & White, 2008;Kjeldal, Rindfleish, & Sheridan, 2005); United Kingdom (Bagilhole & White, 2008;David & Woodward, 1998;Heward, 1996;Kettle, 1996;McTavish & Miller, 2009); South Africa (Ozkanli et al, 2009;White, Riordan, Özkanli, & Neale, 2010); Sweden (Kronsell, 2002); the European Union (Rees, 2007;Sagaria & Agans, 2007); Ireland (Linehan, Buckley, & Koslowski, 2009);Turkey (Gunluk-Senesen, 2009) and Pakistan (Rashid, 2010).…”

Section: Significance Of Research Problemmentioning

confidence: 99%

Pursuing leadership positions in higher education : a phenomenological exploration of female administrators' experiences with gender inequality

Madera¹

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Using a phenomenological methodology, this qualitative study renewed the examination of gender inequality in higher education administration by allowing women who have experienced the glass ceiling phenomenon at Research Doctoral institutions to provide further meaning by sharing their stories. The glass ceiling phenomenon reveals itself most clearly in higher education through the discrepancy between the number of women receiving advanced degrees and the number serving in academic leadership positions such as dean, vice-president for academic affairs, provost, chancellor, and, ultimately, president (Gerdes, 2006).Overall, this study's findings support previous research on gender inequality in higher education administration. The glass ceiling does not appear to manifest itself differently in 21st century higher education based upon the emergent themesmasculinized institutional culture, gendered organizational practices, intentionality, human capital, and career aspirationsdrawn from the participants experiences with the phenomenon.Since the problem of practice is ongoing and there has only been marginal progress in breaking down the barriers to obtaining higher level leadership positions, a new approach to generating understanding is required. Pierre Bourdieu's social theory was used for this purpose.As a result, this study extended the body of knowledge on gender inequality in higher education administration by uncovering (a) the role capital plays in the emergence and maintenance of the glass ceiling in the 21st century higher education workplace, and (b) how the habitus of agents in the field is affected by the experience.

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Gender and Management in HEIs: Changing organisational and management structures

Cited by 25 publications

References 13 publications

Leadership development programming in higher education: an exploration of perceptions of transformational leadership across gender and role types

Leadership development programming in higher education: an exploration of perceptions of transformational leadership across gender and role types

Are female academics more research resilient? Evidence from South India’s engineering institutions

Pursuing leadership positions in higher education : a phenomenological exploration of female administrators' experiences with gender inequality

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