132
Academic
rank
Lecturer
Senior lecturer
Ass.
Professor
Professor
3
2
4
6
20.00
13.33
26.67
40.00
0
2
1
5
00.00
25.00
12.50
62.50
3
4
5
11
13.04
17.39
21.74
47.83
Marital
status
Single
Married
Divorced
3
11
1
20.00
73.33
6.67
0
7
1
00.00
87.50
12.50
0
18
2
13.04
78.26
8.70
Race
Black
White
2
12
14.29
85.71
0
8
00.00
100.00
2
21
11.11
91.43
Language
English
Afrikaans
isiXhosa
seTswana
8
4
1
1
57.14
28.57
7.14
7.14
8
0
0
0
100.00
00.00
00.00
00.00
16
4
1
1
69.55
88.24
94.12
100.00
Years
as HoD
<1
1-3
4-6
>6
1
8
5
1
6.67
53.33
33.33
6.67
2
4
1
1
25.00
50.00
12.50
12.50
3
12
6
2
13.04
52.17
26.09
8.70
Years
in
institution
1-5
6-10
11-15
16-20
20+
4
2
4
5
0
26.67
13.33
26.67
33.33
00.00
2
2
2
1
1
25.00
25.00
25.00
12.50
12.50
6
4
6
6
1
26.09
17.39
26.09
26.09
4.35
Career
advancement
Yes
No
5
9
35.71
64.29
4
3
57.14
42.86
9
12
42.86
57.1
Twenty three women participated in the quantitative survey. Their ages ranged from 35-
40 to just over 55, with the majority between ages 51-55, representing 52.17% of women
older than 50 and 47.83% younger than 50. The UK participants accounted for the
majority of women over 50 while SA accounted for the majority over 40
. This appears to
indicate that the two countries differ in the time it takes for women
to rise to the position
of HoD or other senior management position. Whereas in South Africa the pace seems to
be faster as more women below age 50 are already in HoD positions, the UK seems to be
133
slower, suggesting that it takes longer for women there to climb the academic
management ladder. Academic qualifications ranged from honours to doctorate with the
majority, 69.57%, holding doctoral degrees and only 4.35% holding honours
qualifications. All UK participants in this study hold doctoral degrees whereas some SA
participants in HoD positions hold an honours or masters qualification with the
majority
holding doctorates. Two of the UK participants are currently in positions higher than
HoD, but have previous experience in academic management positions. One is currently
faculty principal and the other dean.
As far as academic rank goes, 47.83 per cent of the participants are full professors and
the rest are below this. South Africa accounts for more participants below full professor
rank than the UK
. This seems to reflect that although UK universities
may be slower in
promoting women into management positions, the women advance faster on the
academic rank ladder and as far as this study shows, the opposite seems to be the case in
SA universities.
All but two of the women are white. Five women
are Afrikaans
speaking, one is Xhosa speaking and one is Setswana and the rest are English speaking.
Six of the women are from the UK and the rest from South Africa. Although an attempt
was made to increase the number of black women participants, numerous follow-ups
failed to get responses from three of the five who had been selected. At the time of the
survey, eighteen women were married, two were divorced and three were single.
5.2.2 Employment details, department profile and staffing profile
Twelve of the women had held the position for at least 3years, six for4 to 6 years, while
two had more than 6 years’ experience and only three had been in the position for at least
a year. All the women were employed on a permanent basis and had been with the same
institution for at least
five years, with one woman having been with the same institution
for more than twenty years. Seventeen of the women were on fixed term positions
ranging from less than three to more than three years, and all but two received a salary for
the position.
134
The majority of the women, eleven, worked an average of fifty plus office hours per
week and between eleven and twenty hours on average per week at home (a total of 60-
70 hours per week). This is consistent with Smith’s (2002) report in which he also cites
consistency with findings in his 1996b and Deem’s (2000) studies.
The number of students in the departments headed by the women ranged from 200 to
1000. Full time lecturers ranged from less than eleven in the majority of cases, to more
than fifty in two cases. In the majority of cases, the number of full-time female lecturers,
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