Gender inequality in academic leadership: Bangladesh, China and Finland

Abstract

The importance of gender equality in academic leadership has been widely recognised, yet this issue has been underexplored outside the Anglo‐Saxon countries. In this systematic review, we analysed 62 academic articles on women's academic leadership in Bangladesh (15), China (17) and Finland (30), published between 2000 and 2021. Our study revealed that research on gender‐related academic leadership is still underdeveloped across the three countries, particularly in Bangladesh. Most studies have focussed on the barriers that hinder women from attaining academic leaders' roles. Our review results highlight the role of societal and cultural factors that contribute to the differences in the levels of gender equality in university leadership across the three countries. However, the men‐dominated structure and culture in higher education pose the major obstacle for women in reaching leaders' positions in all three countries.

Attitudes towards research and publication among the public University teachers: A case study of Bangladesh

“…Hosseini and Sharifzad (2021) argued that family responsibilities, gender roles, gender bias, and negative perceptions of female expertise and accomplishments have a detrimental impact on female research engagement and productivity.. Male dominated work culture and society in Bangladesh also play a significant role in less female participations in research work (Kohtamäki et al, 2023).Women are viewed as having exclusive responsibility of family matters and household chores even if those women are working prevent limited time allotment for engaging in research. In addition, Kwiek and Roszka (2021) noted that male researchers typically engage in collaboration with other male researchers, whereas female researchers generally face challenges in finding sufficient collaborators for their studies, which can limit their research motivation and effort.…”