Abstract
Namibia is one of the developing countries that has gone through a lot of laws transformation after gaining independence primarily to ensure gender equally in all spheres of life. In spite that, Namibia is not spared from gender disparities in HEIs. Therefore, there is a need to understand the status quo of gender equity and career advancement among Namibian government institutions. This understanding will help accelerate the realisation of the national objectives of the National Plans on Gender Equality through the National Gender Policy of 2010-2020, Vision 2030, National Development Plan 5 and Harambee Prosperity Plan that prioritise women’s involvement in governance and decision making. Although the government of Namibia has made attempts through the implementation of policy documents on gender equity, the challenges and barriers that women experience in senior leadership positions in HEIs are still prevalent. Women remain stagnant in lower to middle leadership roles and only a few women advance to senior leadership positions. The gender preference for senior leadership positions, such as chancellors, vice-chancellors, pro-vice-chancellors, assistant pro-vice-chancellors and directors, has been that of men, with perceptions, biases and stereotypes hindering the advancement of women.
This study aimed to explore the experiences of women in senior leadership positions in the context of a Namibian higher education institution (NHEI). The study adopted a qualitative design and phenomenological case study approach underpinned by an interpretive paradigm to capture the lived experiences and stories of women leaders in senior leadership positions. Individual semi-structured interviews were the sole data-gathering technique conducted with women who occupied senior leadership positions in a NHEI. Participants were purposively sampled, and snowball sampling was used to complement it. The data were analysed thematically by identifying patterns, themes and key issues that emerged from the interview data.
The study’s findings were theorised using feminist theory and motivation theory of role modelling. The study underscores the importance of feminist theory in understanding the systemic inequalities and gendered dynamics that shape women’s experiences in academia. Furthermore, the motivational theory of role modelling highlights the significance of visible and successful female leaders inspiring and motivating aspiring women to pursue senior leadership roles.
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The study found that senior leadership positions continue to be filled by men in Namibia. The study revealed two main findings: first, it adds weight to previous research that empirically found that men are more dominant in senior leadership positions and second, it disputes the conservative belief that in senior leadership positions, women generally have less successful careers compared to their male counterparts. The study also found that fewer sociocultural challenges are impeding career growth for women leaders as opposed to institutional challenges which are regarded as the main hindrance towards the career progression of women in HEIs. Furthermore, the study challenged the existence of segregation in HEI whereby more males are recruited into positions that have more influence on power and authority in the institutions and areas where intensive leadership skills are required. Finally, in the quest to attain gender equity in HEIs, the study recommends that institutions accord women leaders the necessary support such as induction, mentorship and training and designing deliberate strategies to attract more women to senior leadership, such as the development of gender-sensitive policies, leadership training programmes and mentorship initiatives to address the barriers faced by women in senior positions. By fostering inclusive and supportive environments, the institutions can empower women and enhance their representation in leadership positions, thereby contributing to overall gender equity and advancement in higher education. Various institutions can use these findings to create better inclusion standards in their policies and to promote women’s leadership in HEIs.
Keywords: Women leaders, senior management, higher education, gender inequality, gender bias, feminism, mentorship, role models