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  WOMEN IN MANAGEMENT AND LEADERSHIP : OBSTACLES TO



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3.3  WOMEN IN MANAGEMENT AND LEADERSHIP : OBSTACLES TO 
THEIR ADVANCEMENT 
  
Academic women encounter numerous obstacles as they advance to positions of 
leadership and management in the academic world.  In this chapter the author examines 
the different categories of barriers academic women face in their climb to the top. 
Strategies for overcoming these are recommended. The literature review reveals (Brooks 
1997, Powney 1997, Brown 1997, Sutherland 1985) that academic women in the UK, 
United States and other countries experience obstacles to advancement. Academic 
women in South Africa also face obstacles to their advancement, although only very few 


 
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studies have, so far, documented this.  Greyvenstein (1989) discusses impediments facing 
women in educational management and what can be done to overcome these. She 
investigates this problem from the perspective of women principals in the UK, South 
Africa and the United States of America. Petersen and Gravett (2000) report on the 
experiences of women academics at one South African university.  
 
The current state of higher education transformation; the institutional mergers and the 
additional demands placed upon institutional leadership and management make it 
necessary to explore the factors that may explain the slow advancement of academic 
women’s careers in higher education – particularly academic women middle-managers.  
It is established that women are grossly under-represented in senior positions at 
universities and continue to be under-represented even in the wake of equal opportunity 
policies such as ‘employment equity’ in South Africa and equal employment 
opportunities and equal pay act in the UK. In South Africa, concern regarding the under-
representation of women in top positions in academe is expressed in a proposal to the 
Council on Higher Education (CHET) concerning activities supporting the development 
of  women in higher education. The proposal calls for an increase in the number of 
women in senior and/or decision-making positions in academic and professional life. In 
the UK some committees and commissions have been established to look into the 
problem of the tardy advancement of women and to remove existing barriers. For 
example, the Hansard society established a commission in 1989 which in turn launched 
Opportunity 2000 (Hansard Report 1990); the CVCP published guidelines on equal 
opportunities in employment  and established a Commission on University Career 
Opportunity (Brown1997:109). Meyerson and Fletcher(2003) explain that inequity is 
rooted in the entrenched male definition of organisational leadership. In their view: 
 
The barriers to women’s advancement in organisations today have a relatively 
straightforward cause. Most organisations have been created by and for men and are 
based on male experiences. Even though women have entered the workforce in droves 
in the past generation, and it is generally agreed that they add enormous value, 
organisational definitions of competence and leadership are still predicated on traits 
stereotypically associated with men: tough, aggressive, decisive. And even though 


 
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many households today have working fathers and mothers, most organisations act as if 
the historical division of household labour still holds – with women primarily 
responsible for matters of the hearth. Outdated or not, those realities drive 
organisational life (p232). 
 

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