Experiences of senior female academic leaders in Universities of Technology in South Africa

Abstract

The relationship challenges faced by females in leadership ranks within higher education are seldom researched. There is a dearth of research that explores the relationships between females in higher education settings and their colleagues, along with their ability to climb the ropes of leadership. Females have become well equipped to compete in academia. However, many females in leadership roles in academia are not prepared for the lack of support and comradery from female and male associates, and this is why this study intends to explore the experiences of senior female academic leaders in Universities of Technology in South Africa. This research aim was achieved via a qualitative face-to-face interview of ten female leaders from six universities of technology in South Africa. The data collected were transcribed and reviewed for common emerging characteristics which were clustered according to common themes in order to explore common experiences of social aggression, perceived causes of these occurrences, along with their discernments of relationships with female colleagues in their respective universities of technology. These data consisted of a combination of primary data obtained from the interviews conducted from the ten female leaders’, and secondary data obtained from the review of previous literature, newspapers and magazines. Some of the findings of this study indicate a life-career advancement continuum as well as the absence of accountability on the part of higher-education institutions, which need to be considered in the implementation of national and international policy, in particular to females and leadership. The analysis of the interview transcriptions revealed five major categories in the participants’ perceptions of their early leadership development: strong work ethic, academically driven, confidence, overcoming obstacles, and early leadership roles. Within the theme of career choices, the following categories emerged: sponsors, opportunities, timing, and professional growth. Within the theme of intersectionality, the following personality attributes dominated: gender, social norms, race, and age. Within the theme of leadership experiences, the following codes emerged: confidence, assertiveness, and role expectations. Within the theme of cultivating future leaders, the following codes emerged: pay it forward and lessons learned. One of the limitations of this study is due to the fact that a purely qualitative approach was employed and this may result in inconclusive answers based on the analysis of the stories told by the respondents due to differences in the individuals, culture and the university atmosphere. The main recommendation of this study is that government drive accountability at higher education institutions to ensure the implementation of legislation and policy promoting access to women in leadership at the highest echelons.