22 April, 2014 Leaderism in Academia: Desiring, Dismissing or Disqualifying Women? Professor Louise...
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Transcript of 22 April, 2014 Leaderism in Academia: Desiring, Dismissing or Disqualifying Women? Professor Louise...
10 April 2023
Leaderism in Academia:
Desiring, Dismissing or
Disqualifying Women?
Professor Louise Morley
Centre for Higher Education and Equity
Research (CHEER)
University of Sussex, UK
http://www.sussex.ac.uk/education/cheer
Snapshot Statistics: Women Vice-Chancellors
10 April 2023
Aust EU HK India JP Maly Kuw Swe Turk UK
18% 13% 0% 3% 2.3% 15% 2% 43% 7% 14%
Where are the Women?
• Adjunct/assistant roles (Bagilhole and White, 2011; Davis, 1996).
• ‘Velvet ghettos’ (Guillaume & Pochic, 2009)
• ‘Glass cliffs’ (Ryan & Haslam, 2005)
• Women = inferiority, supplementarity,
domestic labour.
• Middle managerial positions:
quality assuranceinnovationcommunity engagement marketing managers communicationhuman resource management
10 April 2023
The Gendered Research Economy
Women less likely to be:
Journal editors/cited in top-rated
journals (Tight, 2008).
Principal investigators (EC, 2011)
On research boards
Awarded large grants
Awarded research prizes (Nikiforova, 2011)
Desiring, Dismissing or Disqualified?
• Who self-identifies/ is identified by existing power elites, as having leadership legitimacy?
• Do cultural scripts for leaders coalesce/collide with normative gender performances?
• Why is women’s capital devalued and misrecognised?
• How does gender continue to escape organisational logic/rationalities?
• Is leadership a sign of upward mobility/normative fantasy and/or a bad object of desire (Berlant, 2011).
Consequences of Absence of Leadership Diversity
Employment/ Opportunity StructuresDemocratic Deficit
Distributive injustice/ Structural Prejudice.
Depressed career opportunities.
Misrecognition of leadership potential/ wasted talent.
Service DeliveryReproduction of Institutional Norms and
Practices.
Margins/ Mainstream hegemonies, with women, BME staff seen as Organisational ‘Other’.
Knowledge Distortions, Cognitive/ Epistemic injustice (Fricker, 2007)
10 April 2023
Absences and Aspirations in the Global Academy
• Australia (Fitzgerald, 2011)• Canada (Acker, 2012)• China (Chen, 2012)• Finland (Husu, 2000) • Ghana (Ohene, 2010)• Guyana (Austin, 2002)• Hong Kong (Cheung, 2012)• Ireland (Lynch, 2010)• Japan (Shirahase, 2013)• Kenya (Onsongo, 2004)• Nigeria (Odejide, 2007)• Norway (Benediktsdottir, 2008) • Pakistan (Rab, 2010)• Papua New Guinea (Sar & Wilkins, 2001) • South Africa (Shackleton et al., 2006)• South Korea (Kim et al., 2010)• Sri Lanka (Gunawardena et al., 2006)• Sweden (Peterson, 2011)• Tanzania (Bhalalusesa, 1998)• Turkey (Özkanli, 2009)• Uganda (Kwesiga & Ssendiwala, 2006) • UK (Deem, 2003)• USA (Bonner, 2006)
10 April 2023
Accounting for Absences/ Expanding the Theoretical Lexicon
• Gendered Division of Labour
• Gender Bias/ Misrecognition
• Management & Masculinity
• Greedy Organisations
• Women’s Missing Agency/
Deficit Internal Conversations
(Morley, 2012, 2013)
Disqualifying Women
• Opaqueness in
decision-making/lack of
transparency
• Institutional practices
• Cognitive errors in assessing merit,
leadership suitability.
• Gender bias in assessment of
excellence/peer review.
• Women leaders = contextual
discontinuity/ interruptive in their
shock quality.
(EU, 2011; Rees, 2011; Wenneras and Wold, 1997)
Epistemic (In)Justice (Fricker, 2007)
Testimonial Injustice
• When prejudice causes a hearer to
give a deflated level of credibility to
a speaker’s world.
• e.g. women rape victims not being
believed.
• Sharia Law (Mahmood, 2005; Salime, 2011).
Hermeneutical Injustice
• Gap in collective interpretative
resources/ structural identity
prejudice put someone at an unfair
disadvantage when it comes to
making sense of their social
experiences.
• e.g. suffering sexual harassment in
a culture that still lacks that critical
concept.
10 April 2023
Leaderism
Evolution of Managerialism?•Social and organisational technology •Disguises corporatisation/ values shift in HE•Transformative leadership is value-laden/ not neutral. •Diverts attention to personal qualities/ skills.
Certain •Subjectivities •Values•Behaviours•Dispositions •Characteristics
Can •Strategically overcome institutional inertia•Outflank resistance/ recalcitrance•Provide direction for new university futures
(O’Reilly and Reed, 2010, 2011).
Vertical Career Success or Incarceration in an Identity Cage?
Leadership• Punishment/Reward• Morality of turn-taking, sacrifice, domestic
labour• Rotational /fixed term
Can Involve • Multiple/ conflicting affiliations, resignifications & unstable engagements with
hierarchy & power (Cross & Goldenberg, 2009)
• Working with resistance & recalcitrance • Colonising colleagues’ subjectivities towards
the goals of managerially inspired discourses • An affective load/ identity work (Ahmed, 2010)
• Managing self-doubt, conflict, anxiety, disappointment & occupational stress
(Acker, 2012)
• Restricting, rather than building capacity and creativity.
Globalising Patriarchy
• Transcribed Panel and Group Discussions in
British Council Seminars in Hong Kong,
Tokyo and Dubai.
• 20 questionnaires: Australia, China, Egypt,
Hong Kong, Indonesia, Japan, Jordan, Kuwait,
Malaysia, Morocco, Pakistan, Palestine, the
Philippines, Singapore, Thailand and Turkey.
• What makes leadership attractive/unattractive
to women?
• What enables/ supports women to enter
leadership positions?
• Personal experiences of being enabled/
impeded from entering leadership?
Women’s Internal Conversations (Archer, 2003)
Women Are Not/ Rarely
•Identified, supported and developed for
leadership.
•Achieving the most senior leadership
positions in prestigious, national co-
educational universities.
•Personally/ collectively desiring senior
leadership.
•Attracted to labour intensity of competitive,
audit cultures in the managerialised global
academy.
Women Are•Constrained by socio-cultural messages e.g. the
highly educated woman as the ‘third sex’.
•Entering middle management.
•Entering some senior leadership positions in
non-elite universities.
•Often located on career pathways that do not
lead to senior positions.
•Attracted to influence, rewards and recognition.
•Burdened with affective load: being ‘other’ in masculinist cultures navigating between professional and domestic
responsibilities.
10 April 2023
Leadership Performances = Unliveable Lives? (Butler, 2004)
Dismissing•Extreme profession/ virility test.
•Affective capital deployed to direct? (‘soft’ skills/ ‘hard’ messages)
•Reinforces organisational identity categories?
Desiring
•Berlant’s concept of ‘cruel optimism’ -
maintaining an attachment to a
problematic object in advance of its
loss? (2011)
Manifesto for Change: Accountability, Transparency, Development and Data
Equality as Quality - equality should be made a Key Performance Indicator (KPI) in quality audits, with data to be returned on percentage and location of women professors and leaders, percentage and location of undergraduate and postgraduate students and gender pay equality. Gender equity achievements should be included in international recognition and reputation for universities in league tables. Research Grants - funders should monitor the percentage of applications and awards made to women and to actively promote more women as principal investigators. The applications procedures should be reviewed to incorporate a more inclusive and diverse philosophy of achievement. Gender implications and impact should also be included in assessment criteria.Journals - Editorial Boards, and the appointment of editors, need more transparent selection processes, and policies on gender equality e.g. to keep the gender balance in contributions under review.Data - a global database on women and leadership in higher education should be established. Development - more investment needs to be made in mentorship and leadership development programmes for women and gender needs to be included in existing leadership development programmes. Mainstreaming - work cultures should be reviewed to ensure that diversity is mainstreamed into all organisational practices and procedures. 10 April 2023
Summary: Determinism or Voluntarism?
• Global academy = hypermodernisation.
• Male leadership = archaism (Morley, 2011)
• Accounts for women’s absences = often
socially deterministic/essentialised.
• Leadership perceived as structurally and
culturally restorative of the status quo.• Representation is NOT transformational.• Women/minorities = access to some leadership
positions.• Lack capital (economic, political, social and
symbolic) to redefine the requirements of the field (Corsun & Costen, 2001).
• Women exercising their personal powers to
reject the situational logic of career
progression?
• Women making affective bargains re.
costliness of attachment to leadership
aspirations?
10 April 2023
Making Alternativity Imaginable?
How can
• leadership narratives
• technologies & practices be more:
than discursive performances
involving repetitions of the values/
beliefs/ regulative norms of new
public governance/austerity
than legitimating HE reform
narratives
more generative, generous and
gender-free?
10 April 2023
Follow Up?
• Morley, L. (2013) "The Rules of the Game:
Women and the Leaderist Turn in Higher
Education " Gender and Education.
25(1):116-131.
• Morley, L. (2013) Women and Higher
Education Leadership: Absences and
Aspirations. Stimulus Paper for the
Leadership Foundation for Higher
Education.
• Morley, L. (2013) International Trends in
Women’s Leadership in Higher Education
In, T. Gore, and Stiasny, M (eds) Going
Global. London, Emerald Press.
CHEER http://www.sussex.ac.uk/education/cheer/