Managing Modern Malaysia: Women in Higher Education Leadership

Morley, Louise; Berma, Madeline; Hamid, Bahiyah Dato’Hj. Abdul

doi:10.1007/978-3-319-42436-1_7

Cited by 15 publications

(8 citation statements)

References 40 publications

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“…When they are given a leadership role, they try to strike a balance between their publications and other leadership responsibilities. As a result, their research suffers and most women professors opt out of such roles (Morley et al, 2017; Yousaf and Schmiede, 2017). Many women perceive such roles as a set of unattractive administrative functions requiring a 24/7 commitment.…”

Section: Discussionmentioning

confidence: 99%

Missing women in Indian university leadership: Barriers and facilitators

Gandhi¹,

Sen²

2020

Educational Management Administration & Leadership

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Gender diversity and equality in the workplace has been much researched and spoken about in the corporate sector but the higher education sector in India remains largely untouched by it, probably because women seemingly far outnumber men in the teaching fraternity. However, data also suggests that most women in the higher education sector remain restricted to middle-ranking posts, rising as high as heads of department, deans, controller of examination and even registrars but hardly ever becoming vice-chancellors. In a sector which has traditionally attracted many women as their preferred career choice, lack of an adequate talent pool cannot be the answer. This paper is a study exploring the barriers and enablers for women academicians’ ascent to leadership roles. It also presents strategies to close this gap and facilitate pathways for women to hold leadership roles in Indian universities. This paper is one of the first few on women’s leadership in Indian universities.

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Section: Discussionmentioning

confidence: 99%

Missing women in Indian university leadership: Barriers and facilitators

Gandhi¹,

Sen²

2020

Educational Management Administration & Leadership

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“…Despite the gender or "gender mainstreaming" policies (Pastor & Acosta, 2016;Verge & Cabruja, 2017) developed in many countries in the 21st century, the status of female lecturers in universities continues to be unequal compared with their male counterparts-this is called vertical segregation. For this reason, the influence of the equality policies endorsed by the studies of Frances (2017) in the United States; Henkel (2017) and Meschitti and Lawton-Smith (2017) in the United Kingdom; Morley et al (2017) in Australia; and Lillie (2017) and Pastor and Acosta (2016) in Europe is insufficient.…”

Section: Introductionmentioning

confidence: 99%

Female Higher Education Teachers Use Digital Technologies More and Better than They Think

Juan

Duran-Bellonch

2021

DER

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The unequal status of female teachers in higher education is a reality. However, are digital technologies another reason for their exclusion? The main aim of this study was to analyze the integration of digital technologies in teaching from a gender perspective. The research was a multiple case study applying the quantitative method. The sample comprised 527 teachers from four Spanish universities. The instrument utilized was a self-administered survey. The results confirm both types of segregation and the fact that female teachers see themselves as less digitally competent than their male counterparts; ironically, the findings also show that the former use information and communication technologies in teaching more than the latter. In conclusion, we highlight the need to study more deeply the intersection between digital breach and gender in higher education, and to take measures during the early stages of education to overcome female teachers’ tendency of underestimating their digital competence.

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“…In terms of career progression, there is a lack of women in senior positions. This means that women are under-represented across (Morley, Berma, and Hamid, 2017). The evidence from past literature shows that retention of women is a critical issue.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Challenges Faced by Working Mothers and the Perceived Factors to Retain them in the Private Education Sector

Ravindranath¹,

Singh²,

Arumugam³

et al. 2021

IJHRS

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The purpose of this exploratory study was to explore the challenges faced by working mothers in the education sector and the perceived policies and strategies to retain them in their current jobs. This basic qualitative study used in-depth semi-structured interviews to collect information from five working mothers with at least one child. Thematic analysis was done to analyse the data manually. The key challenges highlighted include work-life conflict, stereotyping, exhaustion, changing work schedule and career growth opportunities. The working mothers also stated that the key perceived policies and strategies to retain them include child-care support, working from home and flexible work arrangements. Generally, they stated that motherhood was their key priority, and they prioritised family overwork. The study provided an understanding to organisations on the challenges faced by working mothers and what policies organisations should focus on to retain them. This study was the first of its kind, and it provided in-depth experience and views of working mothers in the education sector. This paper makes contributions to work-life integration and career theory.

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Managing Modern Malaysia: Women in Higher Education Leadership

Cited by 15 publications

References 40 publications

Missing women in Indian university leadership: Barriers and facilitators

Missing women in Indian university leadership: Barriers and facilitators

Female Higher Education Teachers Use Digital Technologies More and Better than They Think

Exploring the Challenges Faced by Working Mothers and the Perceived Factors to Retain them in the Private Education Sector

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