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Educ. Sci. 2018, 8(2), 81; https://doi.org/10.3390/educsci8020081

Empirical Evidence Illuminating Gendered Regimes in UK Higher Education: Developing a New Conceptual Framework

1
Leeds University Business School, Leeds LS2 9JT, UK
2
School of Healthcare, University of Leeds, Leeds LS2 9JT, UK
*
Author to whom correspondence should be addressed.
Received: 26 February 2018 / Revised: 5 May 2018 / Accepted: 25 May 2018 / Published: 5 June 2018
(This article belongs to the Special Issue Gender and Leadership)
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Abstract

Debates on the absence of women in senior organizational roles continue to proliferate but relatively little attention is paid to the Higher Education (HE) context in which women in leadership roles are seriously under-represented. However, higher education is now central to UK political discourse given the growing controversy around student fees, vice chancellors’ remuneration’ and Brexit. This paper draws on a collaborative research study on the experiences of 105 senior women leaders across 3 UK Universities, which elicited accounts of constraints, successes and career highlights. Our research findings present empirical insights that expose the continuing gender inequalities most notable in senior Higher Education roles. Women’s accounts include stories of diverse experiences, on-going discriminatory practices and a failure to recognise the embedded gendered inequalities that continue to prevail in these institutions. Through a critical interrogation of the narratives of female professors and building on insights from a seminal paper by Broadbridge and Simpson a conceptual framework is offered as a heuristic device to capture critical and reflexive data in future studies of equality and inequality in leadership roles. View Full-Text
Keywords: gender inequalities; leadership; higher education; ambiguity; difference; Gender; Equity/social justice gender inequalities; leadership; higher education; ambiguity; difference; Gender; Equity/social justice
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Burkinshaw, P.; Cahill, J.; Ford, J. Empirical Evidence Illuminating Gendered Regimes in UK Higher Education: Developing a New Conceptual Framework. Educ. Sci. 2018, 8, 81.

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