Towards gender equality: women’s leadership in higher education

Authors

DOI:

https://doi.org/10.15587/2519-4984.2024.303271

Keywords:

women’s leadership, higher education, gender, organizational culture, feminist approach

Abstract

This article aims to provide a systematic review of the scientific literature on women’s leadership in higher education. This study was conducted in April 2024. It was based on scientific articles, selected from the Academia.edu portal. The study employed a non-experimental research design. The representation of women in management and leadership positions in the higher education sector has increased significantly, yet this growth has been limited to academic roles with the requisite authority to teach. Management positions with greater responsibility have not seen the same level of advancement. The prevailing masculine culture that pervades higher education presents an impediment to women's advancement to senior management roles. This is attributable to a confluence of interrelated factors, including structural constraints, competitive job demands, demanding work schedules, and the necessity to balance work and family life. The situation is further complicated by the introduction of accountability measures and sophisticated evaluation instruments, designed to assess and accredit work processes, hyper-productivity, and continuous evaluation. Despite the growing focus on gender issues, the prevalence and intensity of negative gender stereotypes about women appear to be on the rise. The negative dynamics, observed in sociological surveys, can be explained by examining the current state of gender ideology, education, and public awareness within society. The observed trends in economic activity, employment status, and salaries of men and women do not appear to be driving significant changes in gender stereotypes or the socioeconomic status of women. In light of these considerations, it becomes imperative to examine the necessity of implementing a feminist approach to appointing managers and leaders within higher education institutions. It is important to acknowledge that the roles, duties, and responsibilities of leaders within higher education institutions may differ considerably. It can be reasonably argued that the styles of leadership, employed by male and female higher education managers and leaders, exert a profound influence over the nature of organizational cultures. It is of the utmost importance that each higher education institution conducts an assessment of its own to ascertain its current situation and the manner, in which its managers and leaders contribute to the overall organizational success. It is recommended that institutions of higher education implement policies that consider gender aspects, with the aim of enhancing the utilization of women’s potential for leadership. It is imperative to implement a gender-based assessment mechanism to ensure equitable competition between women and men in the selection process for managerial and leadership roles

Author Biographies

Tetiana Khraban, Kruty Heroes Military Institute of Telecommunications and Information Technology

PhD, Associate Professor, Head of Department

Department of Foreign Languages

Oksana Vyhivska, Korolev Zhytomyr Military Institute

PhD, Associate Professor

Department of Social Sciences

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Published

2024-05-31

How to Cite

Khraban, T., & Vyhivska, O. (2024). Towards gender equality: women’s leadership in higher education. ScienceRise: Pedagogical Education, (2(59), 29–34. https://doi.org/10.15587/2519-4984.2024.303271

Issue

No. 2(59) (2024)

Section

Pedagogical Education

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Copyright (c) 2024 Tetiana Khraban, Oksana Vyhivska

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