Women in Higher Education Leadership Professor Louise Morley

1. Women in Higher Education Leadership Professor Louise Morley Centre for Higher Education and Equity Research (CHEER) University of Sussex, UK http://www.sussex.ac.uk/education/cheer

2. Snapshot Statistics: Women Vice-Chancellors

3. Some Provocations • The global academy = innovation and hypermodernism • Male-dominated leadership = archaism. (Morley, 2011).

4. Missing Senior Women Are women: • desiring • dismissing • being disqualified from senior leadership? Are women: • self-identifying • identified by existing power elites, as having leadership legitimacy?

5. Consequences of Absence of Leadership Diversity • Democratic Deficit • Distributive injustice • Depressed career opportunities • Wasted talent • Knowledge Distortions • Reproduction of Institutional Norms and Practices

6. Focus on East Asia

7. Fastest Growing Higher Education Sector in the World Men • Gross undergraduate enrolment ratio • 11% in 1970 to 26% in 2009. Women • Tripled from 8% in 1970 to 28% in 2009. • Now exceed male participation.

8. Quality not Equality Hong Kong • 8 universities • 3 in Global Top 50 • No Female vice-chancellor Japan • 86 (national) universities • 3 in Global Top 50 • 2 Female vice-chancellors (1 women-only)

9. Collecting New Evidence: British Council Global Education Dialogue Workshops in Hong Kong and Tokyo • 47 Workshop Participants (China, Hong Kong, Indonesia, Japan, Malaysia, Singapore, Thailand, UK, Vietnam). • 13 Questionnaire Respondents (Australia, China, Hong Kong, Japan, Malaysia, the Philippines, Thailand) • 9 Panel discussants (Australia, China, Hong Kong, Japan, the Philippines, Thailand, UK) • 4 papers (the Philippines, Malaysia Japan x2) The rationale, attractions/ deterrents, enablers, impediments for women entering senior leadership.

10. Why is Senior Leadership Unattractive to Women? • The neo-liberalised, competitive, performance-driven, globalised academy. • The ‘Ideal Leader’ = male. • Leadership v Scholarship. • Emotional Labour • Women’s authority not recognised. • Greedy organisations. • Professional v domestic responsibilities.

11. What Enables Women to Enter Leadership?

12. Recognition/ Investment • Support • Training/ Development/ Capacity-Building • Mentorship, Advice and Sponsorship • Rules of the Game • Policy contexts • Legislative frameworks • Effective advocacy

13. What Impedes Women from Entering Leadership?

14. Cultural Climate/Hidden Curriculum • Mis-recognition • women’s skills • knowledge • potential • Hostility • Discrimination • Toxic social relations • Favouring of men

15. Socio-Cultural Norms: The Educated Woman as the Third Sex • Leadership/ HE = transgression A saying that ‘people can be classified into three categories: male, female, and female PhD’(Chinese respondent).

16. Gendered Division of Labour • Women’s caring responsibilities v the temporalities and rhythms of academia • (Cheung & Halpern, 2010).

17. Sex Role Spillover • Women = teaching and student support. • Male counterparts = international networks and research.

18. Summary of Research Findings • Diversity = sustainability in a globalised knowledge economy. • Women Not: • identified • supported • developed as senior leaders • Women Are: • on career pathways that do not lead to senior positions • Time for action for change.

19. Manifesto for Change: Accountability, Transparency, Development and Data • Equality as Quality- equality should be made a Key Performance Indicator (KPI) in quality audits, with data to be returned on percentage and location of women professors and leaders, percentage and location of undergraduate and postgraduate students and gender pay equality. Gender equity achievements should be included in international recognition and reputation for universities in league tables. • Research Grants- funders should monitor the percentage of applications and awards made to women and to actively promote more women as principal investigators. The applications procedures should be reviewed to incorporate a more inclusive and diverse philosophy of achievement. Gender implications and impact should also be included in assessment criteria. • Journals - Editorial Boards, and the appointment of editors, need more transparent selection processes, and policies on gender equality e.g. to keep the gender balance in contributions under review. • Data - a global database on women and leadership in higher education should be established. • Development - more investment needs to be made in mentorship and leadership development programmes for women and gender needs to be included in existing leadership development programmes. • Mainstreaming - work cultures should be reviewed to ensure that diversity is mainstreamed into all organisational practices and procedures.

20. Morley, L. (2013) International Trends in Women’s Leadership in Higher Education In, T. Gore, and M. Stiasny (eds) Going Global. London, Emerald Press. Morley, L. (2013) "The Rules of the Game: Women and the Leaderist Turn in Higher Education " Gender and Education. 25(1):116-131. CHEER http://www.sussex.ac.uk/education/cheer/ Follow Up?