Role of Universities in Promoting Women Leadership and Research Participation

Abstract

This study explores how Universities help women to develop their leadership and research skills. A sequential explanatory mixed methods design was used with surveys completed by 185 faculty and 384 students and interviews conducted with 25 women academics. Quantitative analysis of the data used t-tests, chi-square and regression. Braun and Clarke's thematic analysis was used to analyze the qualitative data. The analysis showed a clear inequity with women making up 58% of junior faculty and only 28% of leadership faculty. Academic women reported higher bias in promotion and work-life balance than their male counterparts (respectively, M=4.12, SD= 0.98 and M=4.35, SD=0.87). Women's researchers also reported publishing less (M=3.87) than men (M=6.23), but this was mitigated through mentoring and funding. In the qualitative data, gendered institutional cultures as well as the lack of mentoring and balancing multiple pursuits/roles was apparent. Building women's leadership pathways depends on transparent promotion systems, implementation of family friendly strategies and the use of structural mentorship and accountability.

KEYWORDS: Women in Leadership, Higher Education, Gender Equity, Research Participation, Academic Leadership, Institutional Barriers, Mentorship, Work Life Balance, Mixed-Methods Research, University Governance.

https://doi.org/10.5281/zenodo.22059816