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22 April, 2014 Women and Higher Education Leadership: Absences and Aspirations Professor Louise Morley Centre for Higher Education and Equity Research.

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Presentation on theme: "22 April, 2014 Women and Higher Education Leadership: Absences and Aspirations Professor Louise Morley Centre for Higher Education and Equity Research."— Presentation transcript:

1 22 April, 2014 Women and Higher Education Leadership: Absences and Aspirations Professor Louise Morley Centre for Higher Education and Equity Research (CHEER) University of Sussex, UK

2 22 April, 2014 Snapshot Statistics: Women Vice-Chancellors Aust EU HKIndia JP MalKuw Swe Tur UK 18% 13% 0% 3%2.3% 15% 2% 43% 7%14%

3 22 April, 2014 Where are the Women? Adjunct/assistant roles (Bagilhole and White, 2011; Davis, 1996). Velvet ghettos (Guillaume & Pochic, 2009) Glass cliffs (Ryan & Haslam, 2005) Middle managerial positions: quality assurance innovation community engagement marketing managers communication human resource management

4 22 April, 2014 Missing Senior Women Are women desiring, dismissing or being disqualified from academic leadership? Who self-identifies/ is identified by existing power elites, as having leadership legitimacy? Is leader identity still constituted through gendered power relations? Do cultural scripts for leaders coalesce or collide with normative gender performances? How does gender continue to escape organisational logic/rationalities?

5 22 April, 2014 Consequences of Absence of Leadership Diversity Employment/ Opportunity Structures Democratic Deficit Distributive injustice/ Structural Prejudice. Depressed career opportunities. Misrecognition of leadership potential/ wasted talent. Service Delivery Knowledge Distortions, Cognitive/ Epistemic injustice (Fricker, 2007) Reproduction of Institutional Norms and Practices. Margins/ Mainstream hegemonies, with women, BME staff seen as Organisational Other.

6 22 April, 2014 Absences and Aspirations in the Global Academy Australia (Fitzgerald, 2011) Canada (Acker, 2012) China (Chen, 2012) Finland (Husu, 2000) Ghana (Ohene, 2010) Guyana (Austin, 2002) Hong Kong (Cheung, 2012) Ireland (Lynch, 2010) Japan (Shirahase, 2013) Kenya (Onsongo, 2004) Nigeria (Odejide, 2007) Norway (Benediktsdottir, 2008) Pakistan (Rab, 2010) Papua New Guinea (Sar & Wilkins, 2001) South Africa (Shackleton et al., 2006) South Korea (Kim et al., 2010) Sri Lanka (Gunawardena et al., 2006) Sweden (Peterson, 2011) Tanzania (Bhalalusesa, 1998) Turkey (Özkanli, 2009) Uganda (Kwesiga & Ssendiwala, 2006) UK (Deem, 2003) USA (Bonner, 2006)

7 22 April, 2014 Accounting for Absences/ Expanding the Theoretical Lexicon Gendered Division of Labour Gender Bias/ Misrecognition Management & Masculinity Greedy Organisations Womens Missing Agency/ Deficit Internal Conversations (Morley, 2012, 2013)

8 22 April, 2014 Impeding Diversity in Senior Leadership Are certain groups, styles, talents and potential mis-recognised/ perceived as too risky? (Fitzgerald, 2011). Do dominant groups continue to appoint in own image/ clone themselves? (Gronn & Lacey, 2006). Is leadership still synonymous with structural positions and traditional types and displays of masculinity (Davies & Thomas, 2002). Are informal practices e.g. networks, head-hunters searches reproducing privilege? (Watson, 2008). Does decision-making lack transparency/ accountability? (Rees, 2011).

9 22 April, 2014 Gendered Narratives of the Ideal Leader Maleness = resource (productivity, competitiveness, hierarchy, strategy, authority) (Hearn, 2009). Femaleness = negative equity (other)/ difference /spoiled identity (Fitzgerald, 2011). Practices/norms/performances reflect the life situations/ interests of men? (Billing, 2011). Is austerity reinforcing dominant masculinities and affective economies? (Hey, 2011)

10 22 April, 2014 Vertical Career Success or Incarceration in an Identity Cage? Leadership Punishment/Reward Morality of turn-taking, sacrifice and domestic labour Rotational /fixed term Can Involve Multiple/ conflicting affiliations, resignifications & unstable engagements with hierarchy & power (Cross & Goldenberg, 2009) Working with resistance & recalcitrance Colonising colleagues subjectivities towards the goals of managerially inspired discourses An affective load/ identity work Managing self-doubt, conflict, anxiety, disappointment & occupational stress (Acker, 2012; Watson, 2009) Restricting, rather than building capacity and creativity.

11 22 April, 2014 Diversity in Academic Leadership is Not… Treating identity simply as a demographic variable. Representational space. About being diverse but about doing diversity (Ahmed, 2006). Access to organisations monopolised by the elite. Allowing women/ minorities in But ensuring that they continue to lack capital (economic, political, social and symbolic) to redefine the requirements of the field (Corsun & Costen, 2001).

12 22 April, 2014 Action for Change: Promoting Informed and Inclusive Practices Accountability/ Transparency Data Collection/ Diversity Monitoring Diversity Data in quality audits/ league tables. Equality Impact Assessments/ Mainstreaming Action on Bullying, Harassment and Discrimination Developmental Opportunities - Coaching, Mentoring and Networking.

13 22 April, 2014 Undoing Gender/ Re-Imagining Leadership How can leadership narratives, technologies and practices be more: than discursive performances involving repetitions of the values/ beliefs of new public governance more generative, generous and gender-free?

14 22 April, 2014 Follow Up? Morley, L. (2013) Women and Higher Education Leadership: Absences and Aspirations. Stimulus Paper for the Leadership Foundation for Higher Education. Morley, L. (2013) "The Rules of the Game: Women and the Leaderist Turn in Higher Education " Gender and Education. 25(1):116-131. CHEER

15 22 April, 2014 Afternoon Session

16 22 April, 2014 Identifying Actions for Change What are your gender equality objectives for senior leadership? What statistics and qualitative information would you collect? What would you include in an organisational gender analysis? What strategic points for actions are required to meet the gender equality objectives? What gender-sensitive monitoring and evaluation system will you put in place, including the establishment of indicators? What messages would you like to share with the LFHE about diversifying senior leadership?

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