Organisational barriers for women in senior management: a comparison of Turkish and New Zealand universities

Neale, Jenny; Özkanlı, Özlem

doi:10.1080/09540250903524113

Cited by 46 publications

(31 citation statements)

References 21 publications

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“…In Turkey the ideal Rector displayed some characteristics of transactional leadership, but also included broader traits of being democratic and good communicators. Interestingly, there Downloaded by [Florida Atlantic University] at 02:10 19 November 2014 was an assumption -even by female Turkish respondents -that the Rector was male, reflecting the historical view that university leaders are male (Neale & Özkanli, 2010). With Australian respondents, perceptions of the ideal university leader were more closely aligned with transformational leadership styles -strong interpersonal skills, openness, transparency, resilience, collaboration, and consultation.…”

Section: Impact Of Rectors/vcs On Gender and University Leadershipmentioning

confidence: 99%

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A comparative study of perceptions of gender and leadership in Australian and Turkish universities

White

Özkanlı

2010

Journal of Higher Education Policy and Management

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This paper analyses differences in perceptions of gender and leadership though qualitative interviews with 45 senior managers in Australia and Turkey. The literature suggests that masculine models of leadership are changing with both women and many men preferring transformational leadership styles. The research found that there were different perceptions about gender and leadership in Australian and Turkish universities, reflecting different economic and social contexts. Turkish respondents mostly did not engage in discussion on the topic and did not consider women experienced discrimination as managers. In contrast, Australian respondents acknowledged discrimination and supported interventions by Vice-Chancellors (VCs) to increase women in university management. Perceptions of leadership in Turkish universities were aligned with a predominantly masculine/transactional model, and in Australia had moved from heroic masculinity to more inclusive leadership styles, consistent with a transformational leadership model.

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Section: Impact Of Rectors/vcs On Gender and University Leadershipmentioning

confidence: 99%

“…However, women in the public sector (including universities) are entitled to who have worked a minimum of 10 years in the public sector can take up to 6 months unpaid leave which some may use as unpaid paternity leave (Neale & Özkanli, 2010).…”

Section: Differing Country Contextsmentioning

confidence: 99%

A comparative study of perceptions of gender and leadership in Australian and Turkish universities

White

Özkanlı

2010

Journal of Higher Education Policy and Management

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“…However, despite the promotion, and in some cases the achievement of numerical parity in education within many countries, studies still report on the persistence of deeper seated inequalities between the genders in all spheres of higher education (e.g. Francis, Burke, and Read 2014;Mama 2006;Miller and Miller 2002;Morley 2006;Neale and Ozkanli 2010;Phipps and Smith 2012;Vaccaro 2011). This leads us to question why these deeper inequalities are overlooked in policy and practice and to suggest alternative ways to address gender inequalities in higher education beyond focusing on numerical parity as the sole proxy for gender equality.…”

Section: Introductionmentioning

confidence: 97%

Shaping a gender equality policy in higher education: which human capabilities matter?

Loots

Walker

2015

Gender and Education

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South African institutions still confront gendered inequalities, irrespective of transformative national policies, compounded by the absence of a national gender equality policy for higher education. We therefore explore the potential of the capabilities approach (CA) to inform policy formation and argue for the development of a policy for higher education institutions based on opportunities for valuable functionings as the informational basis for gender equality. Using one university as our case study, data from 38 interviews with female and male students were analysed as part of a longitudinal study on Gender, Empowerment, Agency and Higher Education. The data reveal which opportunities these women and men find important for their personal development and directly and indirectly for gender equality. We conclude by discussing the implications of the data for stimulating public dialogues towards formulating a capabilities-based gender equality policy, as well as reflecting on the broader contributions the CA brings to policy development.

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“…Bown articulates the criticism as follows: 'no one would suggest that simply increasing the number of women in power positions will automatically bring about change' (Bown, 1999, p. 7). Structural and cultural barriers do not automatically change with the increasing number of women (Neale & Özkanli, 2010). Some of the interviewed women argued that policies such as the gender mix policy tend to create a 'backlash' when women are accused of threatening the academic meritocratic principles and gaining access to positions not because of their competence but 'just because they are women'.…”

Section: Concluding Discussionmentioning

confidence: 96%

The gender mix policy – addressing gender inequality in higher education management

Peterson

2011

Journal of Higher Education Policy and Management

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Drawing on quantitative and qualitative data, this article highlights the increasing proportion of women in senior academic management positions in Swedish higher education between 1990 and 2010. The article uncovers some of the factors that account for women's successful entrance into these positions. According to 22 interviewed female senior academic managers, the implementation of a gender mix policy was vital in explaining the decreasing male-domination. However, the women also expressed some concerns about the consequences of how the gender mix policy was applied. The article takes these concerns as a point of departure for a critical evaluation of how successful the policy is in promoting gender equality on a structural level. IntroductionThis article draws on the results of a study about women in senior management positions in Swedish higher education during the last two decades. The study aimed to answer two questions, one quantitative and one qualitative:

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Organisational barriers for women in senior management: a comparison of Turkish and New Zealand universities

Cited by 46 publications

References 21 publications

A comparative study of perceptions of gender and leadership in Australian and Turkish universities

A comparative study of perceptions of gender and leadership in Australian and Turkish universities

Shaping a gender equality policy in higher education: which human capabilities matter?

The gender mix policy – addressing gender inequality in higher education management

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