Women and Higher Education Leadership in Kenya: A Critical Analysis

Autor/in	Odhiambo, George
Titel	Women and Higher Education Leadership in Kenya: A Critical Analysis
Quelle	In: Journal of Higher Education Policy and Management, 33 (2011) 6, S.667-678 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2011.621192
Schlagwörter	Higher Education; Feminism; Females; Criticism; Foreign Countries; Womens Education; Womens Studies; Women Administrators; Women Faculty; Gender Differences; Gender Issues; Intervention; Change Strategies; Organizational Change; College Administration; Educational Policy; Educational Development; Kenya + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Feminismus; Weibliches Geschlecht; Kritik; Ausland; 'Women''s education'; Frauenbildung; Weibliche Führungskraft; Frauenakademie; Weibliche Gelehrte; Geschlechterkonflikt; Geschlechterfrage; Lösungsstrategie; Organisationswandel; College administrators; Hochschulverwaltung; Politics of education; Bildungspolitik; Bildungsentwicklung; Kenia
Abstract	This paper undertakes a critique of the gendered nature of leadership in modern universities in Kenya. The paper argues that the inclusive nature of African feminism makes it easier for both men and women to join in this discussion since African feminism demands a more holistic perspective that does not pit men against women but encourages them to work together to address gender inequalities. The review shows that there is a need to develop policies and strategies both at national and local level geared towards increasing women's participation in decision making and leadership in higher education in Kenya. The paper provides an opportunity for reflection on problems related to the participation of academic women in leadership in higher education in Kenya and comparable systems through the changing times and settings. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10