Purpose -The purpose of this research is to explore the career routes and advancement procedures for both academic and support staff in English universities and the extent to which these might constitute barriers to progression. Design/methodology/approach -The research was conducted in four universities, two pre-1992 universities and two post-1992 universities, based in one region of England. Secondary data were collected in the form of equality monitoring statistics and documentation relating to the universities' advancement procedures. Primary data were collected through 26 semi-structured interviews with senior people involved in decision-making about promotions. These included HR specialists and senior academics such as Deans, Pro Vice-Chancellors and Vice-Chancellors. Findings -The research shows that women are now progressing well to the promoted lecturer grade, but that their careers stall beyond this level. Women's less developed research profile is the main impediment to them gaining professorial status. In "old" universities, the processes used for progression to some senior academic management roles are obscure and may operate as a form of indirect discrimination. There is some evidence that women adopt a version of the transformational leadership style, but it is not clear whether this helps or hinders their career progression. In addition, women are more reluctant than men to put themselves forward for advancement and they value work-life balance. Originality/value -This paper provides new evidence about the operation of advancement processes in universities. It points to specific areas where university HR processes and equality monitoring need to be improved. It also contributes to the debate about leadership/management and the extent to which women adopt a style which is different to that of men.

PurposeThis paper aims to show the extent to which an action research approach, which incorporates learning from previous studies and interventions, can be used to progress work‐life balance (WLB) policies and practices in a university context.Design/methodology/approachThe paper builds on the now considerable knowledge relating to the theory and practice of WLB. It adopts an action research/change management approach as part of a project partly funded by the Department for Trade and Industry partnership scheme. Specific methods utilised include a fundamental review of organisational policy using an evaluative matrix and an analysis of the outcomes of four workshops with 51 line managers.FindingsThe findings show considerable differences between the experiences of administrative, professional, technical and clerical (APT&C) staff and academics. In particular, APT&C staff seek a greater sense of “entitlement” and more trust and autonomy, whereas academic staff seek a more manageable work load. By moving through the stages of the action research cycle, many of the limitations associated with past WLB initiatives can be overcome for APT&C staff. By comparison, universities' disinclination to tackle academic work intensification is best explained by the lack of labour market pressure to do so and the fact that sustainable WLB does not constitute part of the “tablestakes” of academic employment.Originality/valueThe paper presents theoretical models, together with practical approaches for embedding WLB into organisational cultures. It also offers theoretical explanations for employers' predisposition to adopt WLB change programmes.

Purpose -The overall purpose of the paper is to understand the barriers to women's progression to senior positions in universities. It aims to explore similarities and differences between the career experiences and leadership styles of men and women in middle-and senior-level positions at one university. The ultimate aim is to identify interventions to help create a more equal gender balance at senior levels. Design/methodology/approach -A mixed methods approach was adopted. In-depth interviews were conducted with a quota sample of 53 men and women in order to explore their lived career experiences. In addition, 50 questionnaires were received from the same sample in order to compare factual data about the participants' life histories and biographical circumstances. Findings -The findings show that women's human capital and career progression to date are at least equal to those of men and that this has been achieved without women sacrificing a holistic family life. They also show that there are still some important differences between men and women in the way they plan and manage their careers and the leadership style that they adopt. Practical implications -A five-level framework is proposed which sets down the types of intervention that are required to create a more equal gender balance in senior positions. It is argued that this should be used to shape the gender equality schemes developed in universities under the Gender Equality Duty. Originality/value -The paper provides new evidence about the residual differences between men's and women's career experiences, even in an employment context, which is particularly supportive of women. It also makes a significant contribution to the debate about the gendered nature of leadership.

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Women are under-represented in leadership roles in United Kingdom Higher Education Institutions (HEIs). Existing scholarship focuses on institutional barriers, which include cognitive bias and entrenched homosocial cultures, rather than external factors such as the use of executive search firms (ESFs) in recruitment and selection. Recent research indicates that the use of ESFs is increasing for senior HEI appointments. This analysis offers insights on these firms’ involvement from a gender equality perspective, based on the results from a study that used a ‘virtuous circle’ approach to research and knowledge exchange. The requirement for HEIs to pay ‘due regard’ to equality considerations under the Public Sector Equality Duty provides a framework for analysis. This paper provides new insights on the dynamics within recruitment processes when ESFs are involved and on how a legislative approach can leverage better equality outcomes.