Name: Accessing Higher Education Distributed Leadership: A framework for women’s Professional Development.
Uploaded: 2022-04-11
Duration: 4 min 8 s
Description: . . Accessinq Hiqher Education Distributed Leadership: A framework for women's Professional Development. BYAntonette Hall.

. . Accessinq Hiqher Education Distributed Leadership: A framework for women's Professional Development. BYAntonette Hall. 

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Accessinq Hiqher Education Distributed
Leadership: A framework for women's
Professional Development.
BYAntonette Hall

Accessing Higher Education Distributed 
Leadership: A framework for women’s

. . BACKGROUND/INTRODUCTION. DE Bray, (2020). . . 

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. . Under-Represented women in HE. (Meley, 2022. ❖Gender discrepancies. 

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professional development (Karam and 
Afiouni, 2014).

. . in the EU only olds senior women are roles in several the UK (SHE. 

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in the EU only
olds senior
women are
roles in several
the UK (SHE

University of Oxford 19% of women as 
Statutory Professors, 20% by 2020 an 
increase from 11% in 2013.

Across 28 countries in the EU only 
41.3% of women holds senior 
positions.

In higher education, women are 
minorities in senior roles in several 
countries including the UK (SHE, 2018).

. . University of Leicester has taken steps to increase the number of female professors. , 2020).. 

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University of Leicester
has taken steps to
increase the number
of female professors.
, 2020).

A quarter of professors 
are women at a senior 
level of which only 2%

increase the number 
of female professors.

. . Distributed leadership the impact on women's professional development in Higher Education.. 

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Distributed leadership the impact on women's professional development
in Higher Education.

Distributed leadership the impact on women's pro
in Higher Education.

Distributed leadership the impact on women’s professional development 
in Higher Education.

Research found that in 
HE context there is no

Distributed leadership 
has gained momentum

Distributed leadership 
approach embraced in

Distributed leadership 
focus development and

Distributed leaders can 
be  beneficial for the

Women are less likely to 
contribute to decision-
making than their male 
counterparts (Morely,

. . Barriers and Obstacles that Hinders Leadership Opportunities for Women in HE. 

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Barriers and Obstacles 
that Hinders Leadership 
Opportunities for 
Women in HE

❖
Societal barriers  For example, the macro (socio-political level) 
micro (individual level) and meso (organisational level).

❖
Prejudiced attitude towards women/gender stereotyping obstructs 
career development for women

. . How does this link to Theory?. Self-efficacy (Bandura theory 1977).. 

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. . • References. •
Abalkhail, J.M., (2017) Women and leadership: Challenges and opportunities in Saudi higher education. Career Development International.. 

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•
Abalkhail, J.M., (2017) Women and leadership: Challenges and opportunities in Saudi higher education. Career Development International.

•
Bhopal, K., (2020) Gender, ethnicity and career progression in UK higher education: a case study analysis. Research Papers in Education, 35(6), pp.706-721.

•
Bonebright, D. A., Cottledge, A. D., & Lonnquist, P. (2012). Developing women leaders on campus: A human resources women's centre partnership at the University of Minnesota.
Advances in Developing Human Resources, 14(1), pp. 79-95. http://dx.doi.org/10.1177/1523422311429733

•
Bryman, A., (2009). Effective leadership in higher education: A literature review. Studies in higher education,32(6), pp.693-710.

•
De Bray, Y., (2020) Comment: Improving gender inequality means more prosperous business Online: https://www.internationalinvestment.net/opinion/4015000/comment-improving-
gender-inequality-means-prosperous-businesses Access April 7, 2022

•
Equality Challenge Unit. (2017) Statistical Report: Staff Statistics. London: ECU

•
Eun, B., (2019) Adopting a stance: Bandura and Vygotsky on professional development. Research in Education, 105(1), pp.74-88.

•
Gentle, P. and Forman, D., (2014) Engaging leaders: The challenge of inspiring collective commitment in universities. Routledge.

•
Haslam, S. A., & Ryan, M. K. (2008). The road to the glass cliff: Differences in the perceived suitability of men and women for leadership positions in succeeding and failing 
organizations. The Leadership Quarterly, 19, pp. 530-546. doi:10.1016/j.lea.qua.2008.07.011

•
HESA, (2020) https://www.hesa.ac.uk/data-and-analysis/staff

•
Howe- Walsh., L. and Turnbull, S., 2016. Barriers to women leaders in academia: tales from science and technology. Studies in Higher Education, 41(3), pp.415-428.

•
Jones, S. and Harvey, M., (2017) A distributed leadership change process model for higher education. Journal of Higher Education Policy and Management, 39(2), pp.126-139.

•
Lapovsky, L. (2014, April 13). Why so few women college presidents? Forbes. Retrieved from http://www.forbes.com/sites/lucielapovsky/2014/04/13/why-so-few-women-college-
presidents/

•
Lewis, T., S. A. Everson-Rose, L. H. Powell, K. A. Matthews, C. Brown, K. Karavolos, K. SuttonTyrrell, E. Jacobs, and D. Wesley. (2012) “Chronic Exposure to Everyday Racism.” Health Psychology 32 (7): 
pp. 810–819

Accessing Higher Education Distributed Leadership: A framework for women’s Professional Development.

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