The experience of women academics at a South African University

Petersen, Nadine; Gravett, Sandie

doi:10.4314/sajhe.v14i3.50189

Cited by 5 publications

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“…They also noted that it is not easy for them to get recognition and appreciation like their male counterparts for the level and amount of work they do. This is similar to women university leaders in India (Gandhi & Sen, 2020) and other African countries (Idahosa, 2019;Mabokela & Mlambo, 2014;Petersen & Gravett, 2000), where they are made to prove themselves twice as worthy. The following remarks from the research participants reflect the unfair expectations faced by women leaders:…”

Section: Unfair Expectations and Lack Of Recognition And Appreciationsupporting

confidence: 63%

Barriers to women’s participation in and contribution to leadership in Ethiopian higher education

Adamu

2023

EPAA

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Women are underrepresented in senior leadership positions across global higher education and there are different reasons for this. This study examines barriers to women’s leadership development in Ethiopian higher education, with particular attention to the role of national and institutional policies and practices. The study used a phenomenological research design to better understand barriers to women’s leadership development in higher education from the views and experiences of women leaders. Data were generated from 12 women vice presidents and official documents. The participants were drawn from each type and generation of universities that exist in Ethiopian higher education. The findings reveal that although there is an improvement in women’s leadership development in Ethiopian higher education, many glass ceilings remain unbroken. The result also reveals that institutional barriers are considered the greatest, as they also exacerbate sociocultural and personal barriers to women’s leadership development. Although ethnicity is one of the major challenges facing higher education institutions (HEIs) in Ethiopia, it is not identified as a barrier to women’s leadership development. The barriers to women’s leadership are multifaced and addressing these challenges requires a holistic approach and concerted efforts from major stakeholders, especially policymakers. Unless there is a systemic response, women in higher education will continue to struggle in pursuing senior leadership positions.

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Section: Unfair Expectations and Lack Of Recognition And Appreciationsupporting

confidence: 63%

Barriers to women’s participation in and contribution to leadership in Ethiopian higher education

Adamu

2023

EPAA

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“…Perumal (2003) described South African universities as conservative, male-dominated environments in which women, particularly Black women, are socialized into silence. Research has indicated that women experience discrimination (Biraimah, 2000; Jano and Naidoo, 2001; Petersen and Gravett, 2000; Subotzky, 1998); do not receive training or induction (Mabokela and Mawila, 2004); are silenced in a male-dominated structure (Mabokela and Mawila, 2004; Perumal, 2003); and have dual workloads as academics and the primary caregivers in their families (Petersen and Gravett, 2000; Subotzky, 1998). Their experience is compounded by the fact that they are often facing racial discrimination simultaneously.…”

Section: The Working Environments Of South African Academic Staffmentioning

confidence: 99%

Pushing a stone up a hill: A case study of the working environment of South African academics

Portnoi

2015

Research in Comparative and International Education

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South African higher education has been experiencing profound and vigorous transformations in the postapartheid era. At the same time, global trends toward competition and employment equity contribute to the complexities of the country's higher education environment. These global and local developments combine to impact the working environment of South African academics. This qualitative study employed a phenomenological approach to explore the 'lived' experiences of 20 South African academics operating within this changing academic workplace at a case study institution. Although the findings pointed to several 'pull' factors representing positive aspects of the university's working environment, six 'push' factors emerged as the study's most salient and robust research findings: (1) lack of induction/training, (2) working with underprepared students, (3) unmanageable workloads, (4) issues of race and power, (5) challenges for female academics, and (6) frustrations regarding slow institutional change. An additional key theme centered on findings related to potential decisions to depart from the institution or academia. When combined with prior research, the findings suggest an imperative for South African higher education institutions to focus on improving the environment in which academic staff conduct their work, particularly given the post-apartheid impetus to transform institutions for both equity and global competition purposes.

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“…The role of mentoring and peer engagement also plays a vital role in this developmental initiative (Begley, 2013;Tessens et al, 2011). The developmental roles of mentorship-both male and female-add to the professional development of members (Petersen & Gravett, 2000). Moreover, mentorship is also seen as an enabler within the research journey (Managa, 2013).…”

Section: Nurturing Nature Of Engagementmentioning

confidence: 99%

“…Operating within a traditionally "male-dominated" work environment (Elg & Jonnergård, 2010;Managa, 2013;Petersen & Gravett, 2000;Rabe & Rugunanan, 2012), female academics often have to fight to be acknowledged in terms of their researcher identity. Jokingly referred to as yet another meeting of the "Tupper-club" by their male counterparts in passing, the authors' reflections on their meaning-making process within a transformed South African higher educational environment revolved around the value of their gender-based multidisciplinary collaborative engagement as they construct their researcher identity.…”

Section: Nurturing Nature Of Engagementmentioning

confidence: 99%

“…This transition has been a long and arduous process which challenged academia both on a personal and professional level (Garnett & Mahomed, 2012;Managa, 2013;Petersen & Gravett, 2000;Tessens, White, & Web, 2011;Wolfinger, 2008). Although progress has been made, the advancement of Black and female researchers remains a recurring discussion point on the current transformation agenda (Council of Higher Education, 2009Managa, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Gender-Based Research Capacity Building as Transitional Process within the South African Higher Education Context: Towards A Community of Practice

Marais

Bryun

Downing³

et al. 2014

MJSS

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The experience of women academics at a South African University

Cited by 5 publications

References 0 publications

Barriers to women’s participation in and contribution to leadership in Ethiopian higher education

Barriers to women’s participation in and contribution to leadership in Ethiopian higher education

Pushing a stone up a hill: A case study of the working environment of South African academics

Gender-Based Research Capacity Building as Transitional Process within the South African Higher Education Context: Towards A Community of Practice

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