妇女的领导困境：为什么埃塞俄比亚学术界的妇女宁愿远离决策？

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Higher Education Policy Pub Date : 2024-08-21 DOI:10.1057/s41307-024-00371-2

Tesfaye Semela, Sintayehu Hailu

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引用次数: 0

摘要

尽管妇女在政治和行政职位上的能见度越来越高，但她们在埃塞俄比亚高等教育领导层中的代表性并不充分。本研究试图揭示在所谓的 "女性领导优势 "和有利的政策环境背景下，女性不担任领导职务的原因。根据对二手定量数据的重新分析，以及对 20 名现任和前任女性学术带头人的深入访谈，研究发现越来越多的学术界女性不太愿意担任领导职务。此外，由于过去 50 年中性别平衡的不稳定趋势，本研究无法证实广泛宣传的确保高等学术领导层中性别包容的政治意愿和政策承诺。

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Women’s Leadership Dilemma: Why Ethiopian Women in Academia Prefer to Stay away from Decision-Making?

Notwithstanding the growing visibility in political and administrative positions, women are not sufficiently represented in higher education leadership in Ethiopia. The present study attempts to unravel why women do not take up leadership against the backdrop of “female leadership advantage’’ and favourable policy environment that purportedly exist. Based on re-analysis of secondary quantitative data and an in-depth interview with 20 current and former female academic leaders, it is found that more and more women in academia are less willing to take up leadership roles. Furthermore, the study is unable to confirm the widely advertised political will and policy promises to ensure gender inclusion in higher academic leadership due to the erratic trends of gender balance over the past half a decade.

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来源期刊

Higher Education Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

6.20%

发文量

期刊介绍： Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome, but for all submissions the requirement is that papers be embedded in the relevant academic literature and contribute to furthering our understanding of policy. The journal has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. Articles devoted to systems of higher education that are less well-known or less often analysed are particularly welcome. Given the international scope of the journal, articles should be written for and be understood by an international audience, consisting of researchers in higher education, disciplinary researchers, and policy-makers, administrators, managers and practitioners in higher education. Contributions should not normally exceed 7,000 words (excluding references). Peer reviewAll submissions to the journal will undergo rigorous peer review (anonymous referees) after an initial editorial screening on quality and fit with the journal''s aims.Special issues The journal welcomes proposals for special issues. The journal archive contains several examples of special issues. Such proposals, to be sent to the editor, should set out the theme of the special issue and include the names of the (proposed) contributors and summaries of the envisaged contributions. Forum section Occasionally, the journal publishes contributions – in its Forum section – based on personal viewpoints and/or experiences with the intent to stimulate discussion and reflection, or to challenge established thinking in the field of higher education.