The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Management in Education Pub Date : 2022-09-21 DOI:10.1177/08920206221126640
Wonder Muchabaiwa, E. Chauraya
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引用次数: 1

Abstract

This study explores the implications for the Education 5.0 framework on promotion opportunities for female academics in Zimbabwean universities. The framework emphasises research, lecturing, community service, innovation and industrialisation as job performance areas for a university lecturer. The qualitative research adopted a multi-case study design and purposively sampled 24 female lecturers from two universities in Zimbabwe. Data were collected through in-depth interviews, focus group discussions and analysis of official documents like staff-list records and research repositories. The study reveals that the expectations of the Education 5.0 framework are gender blind and tend to obstruct the promotion opportunities for female academics. Lack of funding in research activities, training in scientific writing, functional innovation hubs as well as the burden of domestic chores were the main obstacles to female academics’ promotion chances. The study recommends provision of research funds, training in scientific writing and establishing functional innovation hubs to fully operationalise the Education 5.0 framework.
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教育5.0框架中的性别盲目性:阻碍津巴布韦女性学者晋升机会
本研究探讨了教育5.0框架对津巴布韦大学女性学者晋升机会的影响。该框架强调研究、演讲、社区服务、创新和工业化是大学讲师的工作表现领域。这项定性研究采用了多案例研究设计,有目的地对津巴布韦两所大学的24名女讲师进行了抽样调查。数据是通过深入访谈、焦点小组讨论以及对工作人员名单记录和研究资料库等官方文件的分析收集的。研究表明,对教育5.0框架的期望是性别盲的,往往会阻碍女性学者的晋升机会。研究活动缺乏资金、科学写作培训、功能创新中心以及家务负担是女性学者晋升机会的主要障碍。该研究建议提供研究资金、科学写作培训和建立功能创新中心,以全面实施教育5.0框架。
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来源期刊
Management in Education
Management in Education Social Sciences-Education
CiteScore
3.00
自引率
7.70%
发文量
28
期刊介绍: Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.
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