Diversity, Difference and Distributive Justice in Academic Leadership Professor Louise Morley
-
Upload
fulton-gibbs -
Category
Documents
-
view
16 -
download
0
description
Transcript of Diversity, Difference and Distributive Justice in Academic Leadership Professor Louise Morley
19 April 2023
Diversity, Difference and Distributive Justice in Academic
Leadership
Professor Louise MorleyCentre for Higher Education and Equity
Research (CHEER)University of Sussex, UK
http://www.sussex.ac.uk/education/cheer
19 April 2023
Why Diversify Academic Leadership?
Higher education a major site of:
Cultural practices/messages/ values
Identity formationKnowledge formation, capital &
dissemination Opportunity structures for
social mobilityWorker production for other
influential institutionsSymbolic control
(Holmwood, 2011; Morley, 2011)
19 April 2023
Snapshot Statistics: Absent Women
Hong Kong
• 13% professors/readers in 2009/10
• No female vice-chancellor (HKSAR, 2012).
Sweden
• 20% professors in 2010/11
• 43% vice-chancellors (SOS, 2012).
Turkey
• 28.5% professors in 2010/11
• 7% vice-chancellors (ÖSYM, 2012).
UK
• 21% professors in 2010/11
• 14% vice- chancellors (HEFCE, 2012).
19 April 2023
Consequences of Absence of Leadership Diversity
Employment/ Opportunity Structures
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’.
19 April 2023
Impeding Diversity in Senior Leadership
• Who self-identifies/ is identified by existing power elites, as having leadership legitimacy? (Morley, 2012).
• 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 and Lacey, 2006).
• Is leadership still synonymous with structural positions and traditional types and displays of masculinity (Davies & Thomas, 2002).
• Do current leadership scripts offer creative or restrictive potential (identity cage) to under-represented groups? (Alvesson et al., 2008).
• Are informal practices e.g. networks, headhunters’ searches reproducing privilege? (Watson, 2008).
• Does decision-making lack transparency/ accountability? (Rees, 2011).
19 April 2023
Diversity = Representational Space?
Norm- saturated policy narratives
add more under-represented groups into current higher education systems
as students and academic leaders =
a form of distributive justice/ smart economics
organisational and epistemic transformation.
Development of a sociology of absences (Santos, 1999) (2007/8- ECU, 2009).
19 April 2023
Diversity in Academic Leadership is Not…
• Treating identity simply as a
demographic variable.
• 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).
19 April 2023
Action or Words?
• ‘Speech acts’– ‘saying it’ does
not bring about actions that ‘do
things’.
• Difference between higher
education being diverse and
‘doing diversity’ (Ahmed, 2006).
• Gulf between staff experiences
of diversity and equality and
organisational statements and
policies (Deem et al., 2005; ECU, 2011).
19 April 2023
Action for Change: Promoting Informed and Inclusive Practices
Structural Interventions
• Accountability and Transparency
• Data Collection and 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.
19 April 2023
New Conceptual Grammars, Innovative Vocabularies and Leadership Styles
How can
• Leadership narratives,
technologies & practices be more:
than discursive performances
involving repetitions of the values/
beliefs of new public governance
than legitimating HE reform
narratives
more generative, inclusive and
diversity-sensitive?
19 April 2023
Follow Up?
Centre for Higher Education and
Equity Research (CHEER)
http://www.sussex.ac.uk/education/cheer/
Follow CHEER on Twitter
https://twitter.com/intent/user?
screen_name=SussexCHEER