Accessing higher education leadership: Towards a framework for women's professional development

Abstract

Women's academic pathways are not linear and chronological in an age-related pattern. This requires a framework that accommodates the unique personal circumstances of women in accessing leadership. 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. Continuous interventions can address the shortage of women representation and also address the cultural and environmental factors that create barriers. The authors present a theoretical overview based on literature and previous empirical research, and propagate that a framework should be put in place towards a life-cycle continuum of professional development for women. Based on Huberman's Teacher Life Cycles stages, it is particularly advanced to contend with factors as identified that impact on the dearth of women in HE leadership positions.