Possible barriers for the advancement of women in their development as academic leaders and managers in higher education: A case study of the Tshwane University of Technology in Gauteng, South Africa

Abstract

Leadership matters. Despite the gender issue, good leadership always matters. Good leaders and managers come from a recruitment pool of excellence where intentionally focused development is key to success. Good leaders and managers are not born but emerge and grow through exposure and good mentorship. However, gender equity affects all environments and positively impacts all stakeholders, thereby improving the overall health of any organisation. One of the seminal texts on women’s leadership is Through the Labyrinth by Eagly and Carli (2007), who describe the multiple challenges women experience on their journey towards achieving leadership positions of authority and prestige through the critical metaphor of the labyrinth. On stereotyping women and their capabilities, the possibilities of women’s greatness are undermined not only for the organisation and for the greater good of society, but indeed for humanity. Universities serve publics, and by reflecting gross gender imbalances, their publics are not recognised, thereby perpetuating the imbalances in society and stereotypical behaviour within communities. Role models are in short supply, particularly in South Africa, when only five out of the 26 public universities have a woman in the highest office in the position of vice chancellor. This impacts the confidence of women in the sector. The narratives built around confidence have far-reaching consequences, including the narrative that women cannot lead in complex organisations that require political acumen and intellectual prowess. The shifting standards applied to how men are expected to lead and how women lead are separate studies, and necessary for South Africa. Double standards in the evaluation of competencies are crucial for developmental opportunities for women’s progress to the proverbial top. Concepts abound, from the ‘sticky floor; and ‘glass ceiling’ to ‘leaky pipeline’ and ‘concrete ceiling’, which emerge from the realities on the ground. The barriers for women in higher education in South Africa are consistent with global trends, and Tshwane University of Technology (TUT) is an example. Without intentional strategies for transformation, the greater good that universities must provide is a lost opportunity. The challenges for women in this country are overwhelming despite the various support systems, therefore as a key player in building a future transformed society, the university must recognise its responsibility to act as an agent of change in building such a society. This study investigates this issue towards achieving this reality by ensuring gender equity in a society that is in dire need of social transformation.