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.

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The South African higher education sector has undergone various changes over the past 24 years.As far back as 1997, several policies that advocated for equity and redress were introduced. The introduction of these policies, in conjunction with the Employment Equity Act (1998), has not fully addressed the gender imbalances at executive management level in universities. This article delves into cultural and structural constructs in higher educational institutions that impact on women and leadership. It further explores how women in leadership describe the general organisational culture and the manifestations thereof. Critical realism is used as a theoretical lens to analyse the influence and impact of institutional cultures on women in leadership. Women leaders are confronted with the culture of exclusion in the form of male dominance, silencing of women's voices and male patterns of networking. The article further advocates for extended leadership programmes that are specifically designed for women to change the status-quo. Such programmes can only be effectively implemented within an organisational culture that embraces gender equality and actively pursues recognition of women as equal members of society and other institutions, including institutions of higher learning.

Part of the decolonisation and transformation of higher education institutions is the re-construction of its leadership. This requires not

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