Accessing higher education leadership: Towards a framework for women's professional development

Women’s academic pathways are not linear and chronological, requiring a well-thought model to deflect the accidental nature in which women seem to come into leadership positions.  The gendered nature of Higher Education Institutions (HEIs) that emanates from the institutional culture and the perception of leadership in women as a culture of service has impacted negatively on women and leadership.  A structured planned approach, can address the shortages of women representation and also address the gap identified in terms of the cultural and environmental contexts that create barriers.  The authors present a theoretical overview based on literature and previous empirical research, and propagate that a model should be put in place towards a life-cycle continuum of professional development for women. Based on Huberman’s Teacher Life Cycles stages, it is particularly advanced to contend with factors as identified that impact on the dearth of women in HE leadership positions.  

Divergence of perspectives on women and higher education leadership? In conversation with men in leadership

Literature on the challenges and marginalisation of women in higher education and leadership has focused mostly on the voices of women in understanding their experiences. The structural and cultural milieu of the higher education landscape has continuously been put forward as part of a complexity of contributing factors to the challenges. In exploring literature, the author found little that brings men’s voices to the discourse. Seeking the voices of men in leadership, was with the understanding that in occupying positions of power and influence, they are strategically positioned and have agency in transforming the structural and cultural milieu. The article focuses on challenges experienced by women on a trajectory to the highest levels of higher education leadership, and engages with men’s perspectives on the higher education structural and cultural milieu. The focus is on areas that women have highlighted as barriers within this milieu. The article engages with the conversations with men, including vice chancellors, undertaken as part of a research project, to explore whether there is a common view and understanding of the higher education environment and women’s experiences and challenges in this context. Further, whether men in leadership exercise their agency in influencing and challenging the status quo. The article concludes that though there may not necessarily be a divergence in perspectives regarding the milieu and women’s experiences therein, this may only be at an empirical/observed level. The deeper, underlying structures and mechanisms that retain the status quo have neither been recognised nor engaged. There is also the danger of complacency and lack of exercising agency in disrupting the status quo, which may contribute to the lack of change. The findings also foreground a wrestling with a myriad of challenges as experienced within the higher education sector, contributing to the lack of prioritising a focus on women towards leadership

Internal quality assurance reviews: challenges and processes – Walter Sisulu University\'s Business, Management Sciences and Law Faculty

The Council for Higher Educations' (CHE) Higher Education Quality Committee (HEQC) requires internal quality evaluations to be performed on the various programmes offered by the Faculty before visitation by the HEQC. This article examines some of the challenges and processes followed by six of the departments of Walter Sisulu University's Faculty of Business, Management Sciences and Law utilising a case study approach. Challenges are identified and highlighted across the Faculty. Furthermore, examination of the processes followed and challenges encountered by the Department of Public Relations Management and Communication is utilised, whilst conducting an internal quality evaluation on the National Diploma: Public Relations Management. The article recommends a number of strategies that may be followed to smooth the process. South African Journal of Higher Education Vol. 22 (4) 2008: pp. 827-84