The gender landscape in higher-education leadership: Has there been a shift between 2014 and 2024?
Transformation in Higher Education
| Field | Value | |
| Title | The gender landscape in higher-education leadership: Has there been a shift between 2014 and 2024? | |
| Creator | Moodly, Adele L. Fouten, Elron S.P. | |
| Description | This study examines gender representation in leadership across South African Higher Education Institutions (HEIs), building on a 2015 investigation that revealed limited progress two decades after the advent of democracy. Framed within the United Nations (UN) Sustainable Development Goals (SDGs) and South Africa’s national commitment to gender equality, this quantitative study compares the representation of women in leadership positions, including vice-chancellors (VCs); deputy vice-chancellors (DVCs) for academic, research, and institutional culture (IC); registrars; and deans across 23 HEIs in 2014 and 26 HEIs in 2024. Guided by a transformative paradigm, the research compares the 2014 data to the 2024 data and estimates future trajectories in gender representation. Findings indicate a notable increase of women in positions of leadership, from 23.7% in 2014 to 39.6% in 2024, a 15.9% point increase. The most substantial gains were observed in DVC (academic) positions, which rose from 28.6% to 62.5%, followed by DVC (research) positions, increasing from 38.5% to 54.2%. Deans and registrars also showed positive change, reaching 38.4% and 34.6%, respectively. In contrast, VC positions saw only a modest increase from 17.4% to 26.9%, while DVC (IC) positions declined from 36.4% to 18.2%. Statistical analysis confirms meaningful shifts in gender representation; however, women remain 36% less likely to occupy leadership positions overall. Despite progress at many institutions, persistent disparities suggest that entrenched gender barriers and patriarchal norms continue to obstruct full parity. Gains made can also easily decline if not consciously addressed and continually monitored.Contribution: The study concludes that sustained, targeted interventions are essential to dismantle these systemic obstacles and advance genuine gender equity in HEI leadership. | |
| Publisher | AOSIS | |
| Date | 2026-03-06 | |
| Identifier | 10.4102/the.v11i0.679 | |
| Source | Transformation in Higher Education; Vol 11 (2026); 9 pages 2519-5638 2415-0991 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://thejournal.org.za/index.php/thejournal/article/view/679/1147
https://thejournal.org.za/index.php/thejournal/article/view/679/1148
https://thejournal.org.za/index.php/thejournal/article/view/679/1149
https://thejournal.org.za/index.php/thejournal/article/view/679/1150
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