Gender issues in management and leadership in higher education institutions (HEIs) continue to be a global phenomenon, as well as a significant one in post-Apartheid South Africa. Despite several measures to promote gender equality, women’s proportion in management and leadership in HEIs remains low. Underpinned by Butler's gender performativity theory, which challenged the traditional view of gender as fixed and innate, the mixed methods research used self-developed survey questionnaires as well as individual face-to-face interviews to collect data from two South African universities. A survey was conducted with 151 of the 289 selected respondents from these universities. Five-point Likert scales were used to assess respondents' perceptions of gender and women’s representation in HEIs management and leadership. Similarly, data were collected from ten purposefully selected participants in management and or leadership positions who participated in individual face-to-face interviews to gain a better understanding of their perceptions on the phenomenon. The qualitative data were analysed thematically, whereas the quantitative data were analysed using SPSS with descriptive statistics and one-way analysis of variance. The study found a significant (p<0.001) relationship between gender identity and gender conceptualisation; and gender identity and perception on women’s leadership in HEIs’ management and leadership (p=0.004). The study revealed how gender conceptualisation is embedded in society. It found gender as a systematic phenomenon whereby cultural processes undermines the role of women. Notwithstanding, the various interventions from various stakeholders, the study suggests that meritocracy, competency and capability play a critical role in addressing gender inequality in HEIs.

Authors:
Kutu Mercy Olajumoke, University of Mpumalanga, South Africa
Thoko Mayekiso, University of Mpumalanga, South Africa

About the Presenter(s)
Dr Mercy Kutu is a Postdoctoral Research Fellow at University of Mpumalanga, South Africa. Her areas of specialization include educational leadership and gender in the context of education.

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