Accessing Higher Education Leadership

Women’s academic pathways are not linear and chronological, requiring a well-thought model to deflect the accidental nature in which women seem to come into leadership positions.  The gendered nature of Higher Education Institutions (HEIs) that emanates from the institutional culture and the perception of leadership in women as a culture of service has impacted negatively on women and leadership.  A structured planned approach, can address the shortages of women representation and also address the gap identified in terms of the cultural and environmental contexts that create barriers.  The authors present a theoretical overview based on literature and previous empirical research, and propagate that a model should be put in place towards a life-cycle continuum of professional development for women.

Moodly, A., & Toni, N. M., 2017. Accessing higher education leadership: towards a framework for women’s professional development. South African Journal of Higher Education, 31(3), 138-153.


Status of Women in Higher Education

This infographic brief offers an update of key descriptive statistics on women in higher education in an effort to promote dialogue on how to move the needle and increase the number of women leaders. N

Johnson, H., 2016. Pipelines, pathways, and institutional leadership: An update on the status of women in higher education. American Council on Education – Center for Policy Research and Strategy. Available from: http://www.acenet.edu/news-room/Documents/Higher-Ed-Spotlight-Pipelines-Pathways-and-Institutional-Leadership-Status-of-Women.pdf [Accessed 25 February 2016].


Reflections of Women in Higher Education

Scholarly work on leadership, both inside and outside the academy, has been male-centric, in that it most often has been conducted by men and focused on male leaders. As a result, male behaviors and characteristics in leadership roles have been the standard against which women leaders are assessed. Reflection research is employed in this article to examine the leadership experiences of three women higher education administrators in order to provide insight into women’s behaviors as academic leaders. The insights gained will help us understand how women navigate the male-centric realm of higher education administration, and can provide guidance for women in academic leadership positions and to those who aspire to academic leadership.

Dunn, D., Gerlach, J. M., & Hyle, A. E., 2014. Gender and leadership: Reflections of women in higher education administration. International Journal of Leadership and Change, 2(1), 2.