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

Autor/inn/en	Burkinshaw, Paula; Cahill, Jane; Ford, Jacqueline
Titel	Empirical Evidence Illuminating Gendered Regimes in UK Higher Education: Developing a New Conceptual Framework
Quelle	In: Education Sciences, 8 (2018), Artikel 81 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cahill, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Higher Education; Women Faculty; Gender Differences; Leadership Role; Political Attitudes; Fees; Compensation (Remuneration); Sex Fairness; Equal Opportunities (Jobs); Personal Narratives; Teacher Attitudes; Gender Discrimination; Foreign Countries; Social Justice; Universities; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Frauenakademie; Weibliche Gelehrte; Geschlechterkonflikt; Political attitude; Politische Einstellung; Gebühren; Studiengebühren; Abfindung; Kompensation; Lohnausgleich; Sexualaufklärung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Erlebniserzählung; Lehrerverhalten; Ausland; Soziale Gerechtigkeit; University; Universität; Großbritannien
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. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01