‘Women Academics’ Perceptions of Women’s leadership in a South African Higher Education institution

Although women make up a larger share of the academic workforce, their representation in top leadership positions such as deans, deputy vice-chancellors, and vice-chancellors remains disproportionately low. The United Nations Sustainable Development Goal 5, which promotes women’s full and effective involvement in leadership and decision-making, is threatened by this ongoing imbalance. This study explored women academics’ perceptions regarding women's leadership in a South African higher education institution. It used a qualitative approach through an exploratory qualitative research design. Twenty female academics were purposively selected from a Semi-metropolitan institution in Limpopo for this study. Semi-structured interviews were used to gather data from black African women in academia, ranging from junior lecturers to associate professors. Thematic analysis was employed to analyse the data. The findings revealed eight themes: Lower self-esteem amongst women, Men perceived as more capable than women, Competitive desire, Failure to meet requirements, Lack of support, Marginalisation fear, Patriarchal institutions, and Societal stereotypes. The underrepresentation of women in leadership positions results from several factors combined. The study concludes that institutional change, improved mentorship programmes, inclusive leadership development programmes, and the dismantling of patriarchal norms that still limit women’s leadership opportunities in academia are necessary to achieve gender equity in higher education leadership. The findings of this study hold significant consequences for policy and practice within higher education institutions. The ongoing existence of women’s reduced self-esteem, views of men as more competent leaders, and the dominance of patriarchal institutional cultures indicate that gender disparities in leadership are not just personal obstacles but are ingrained in organisational frameworks and practices.