Abstract
Gender stereotypes, biases, and beliefs have kept women from rising to positions of high leadership, when men have historically held these positions. The aim of the study was to explore what motivates women leaders to seek senior leadership positions in the context of a Namibian higher education institution. The study utilised a phenomenological case-study methodology supported by a critical paradigm used together with a qualitative approach to capture the narratives and lived experiences of female leaders assuming high leadership roles. Semi-structured interview data were examined thematically by highlighting recurring themes, patterns, and significant issues. Feminist standpoint theory and role modelling motivation theory were used to theorise the study's findings. The study reveals that women leaders have developed critical thinking, decision-making, and problem-solving skills, improved communication, writing, and interpersonal relations through reading and writing, and leadership experiences from diverse backgrounds. Attending seminars, conferences, and workshops has also contributed to their positive experiences in leadership. Women leaders have shown positive experiences by positively impacting colleagues' lives, creating a positive work environment, and encouraging individuals to pursue their studies. Such a study holds significance as it contributes to addressing gender disparities and promotes diversity. It facilitates overcoming prejudices, work-life balance, mentoring, and organisational culture, aiming to create more inclusive leadership environments. Future research in Namibian higher education should gather data from aspiring women leaders in non-leadership roles, investigate mentoring's impact on career advancement and retention, and explore the experiences of men leaders in senior leadership positions, aiming to gain informed comparisons and understanding of women leaders.