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Transcript of 22 April, 2014 Women and Higher Education Leadership: Absences and Aspirations Professor Louise...
10 April 2023
Women and Higher
Education Leadership:
Absences and Aspirations
Professor Louise Morley
Centre for Higher Education and
Equity Research (CHEER)
University of Sussex, UK
http://www.sussex.ac.uk/education/cheer
10 April 2023
Snapshot Statistics: Women Vice-Chancellors
Aust EU HK India JP Mal Kuw Swe Tur UK
18% 13% 0% 3% 2.3% 15% 2% 43% 7% 14%
10 April 2023
Where are the Women?
• Adjunct/assistant roles (Bagilhole and White, 2011; Davis, 1996).
• ‘Velvet ghettos’ (Guillaume & Pochic,
2009)
• ‘Glass cliffs’ (Ryan & Haslam, 2005)
• Middle managerial positions:
quality assuranceinnovationcommunity engagement marketing managers communicationhuman resource management
10 April 2023
Missing Senior Women
• Are women desiring, dismissing or being disqualified from academic leadership?
• Who self-identifies/ is identified by existing power elites, as having leadership legitimacy?
• Is leader identity still constituted through gendered power relations?
• Do cultural scripts for leaders coalesce or collide with normative gender performances?
• How does gender continue to escape organisational logic/rationalities?
10 April 2023
Consequences of Absence of Leadership Diversity
Employment/ Opportunity Structures
Democratic Deficit
Distributive injustice/ Structural Prejudice.
Depressed career opportunities.
Misrecognition of leadership potential/ wasted talent.
Service Delivery
Knowledge Distortions, Cognitive/ Epistemic injustice (Fricker, 2007)
Reproduction of Institutional Norms and Practices.
Margins/ Mainstream hegemonies, with women, BME staff seen as Organisational ‘Other’.
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)
10 April 2023
Impeding Diversity in Senior Leadership
• Are certain groups, styles, talents and potential mis-recognised/ perceived as too risky? (Fitzgerald, 2011).
• Do dominant groups continue to appoint in own image/ clone themselves? (Gronn & Lacey, 2006).
• Is leadership still synonymous with structural positions and traditional types and displays of masculinity (Davies & Thomas, 2002).
• Are informal practices e.g. networks, head-hunters’ searches reproducing privilege? (Watson, 2008).
• Does decision-making lack transparency/ accountability? (Rees,
2011).
10 April 2023
Gendered Narratives of the ‘Ideal Leader’
• Maleness = resource (productivity, competitiveness, hierarchy, strategy, authority) (Hearn, 2009).
• Femaleness = negative equity (‘other’)/ difference /spoiled identity (Fitzgerald, 2011).
• Practices/norms/performances
reflect the life situations/ interests of men? (Billing, 2011).
• Is austerity reinforcing dominant masculinities and affective economies? (Hey, 2011)
10 April 2023
Vertical Career Success or Incarceration in an Identity Cage?
Leadership
• Punishment/Reward
• Morality of turn-taking, sacrifice and
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
• Managing self-doubt, conflict, anxiety,
disappointment & occupational stress (Acker, 2012; Watson, 2009)
• Restricting, rather than building capacity and
creativity.
10 April 2023
Diversity in Academic Leadership is Not…
• Treating identity simply as a demographic variable.
• Representational space.
• About being diverse but about ‘doing diversity’(Ahmed, 2006).
• Access to organisations monopolised by the elite.
• Allowing women/ minorities in
• But ensuring that they continue to lack capital (economic, political, social and symbolic) to redefine the requirements of the field
(Corsun & Costen, 2001).
10 April 2023
Action for Change: Promoting Informed and Inclusive Practices
• Accountability/ Transparency
• Data Collection/ Diversity
Monitoring
• Diversity Data in quality audits/
league tables.
• Equality Impact Assessments/
Mainstreaming
• Action on Bullying, Harassment
and Discrimination
• Developmental Opportunities -
Coaching, Mentoring and
Networking.
10 April 2023
Undoing Gender/ Re-Imagining Leadership
How can
• leadership narratives,
technologies and practices be
more:
than discursive performances
involving repetitions of the
values/ beliefs of new public
governance
more generative, generous and
gender-free?
10 April 2023
Follow Up?
• Morley, L. (2013) Women and
Higher Education Leadership:
Absences and Aspirations.
Stimulus Paper for the
Leadership Foundation for
Higher Education.
• Morley, L. (2013) "The Rules of
the Game: Women and the
Leaderist Turn in Higher
Education " Gender and
Education. 25(1):116-131.
CHEER
http://www.sussex.ac.uk/education/cheer/
10 April 2023
Afternoon Session
10 April 2023
Identifying Actions for Change
• What are your gender equality objectives for senior leadership?
• What statistics and qualitative information would you collect?
• What would you include in an organisational gender analysis?
• What strategic points for actions are required to meet the gender equality objectives?
• What gender-sensitive monitoring and evaluation system will you put in place, including the establishment of indicators?
• What messages would you like to share with the LFHE about diversifying senior leadership?