Why are women still underrepresented in leadership roles at South African Higher Education Institutions? A systematic literature review

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This study employs a qualitative systematic literature review to examine the barriers and opportunities for women’s leadership in academia, with a particular focus on South African higher education. Secondary data were sourced from peer-reviewed journal articles, books, dissertations, and opinion pieces, ensuring a comprehensive analysis of existing research. A total of 130 studies were reviewed, with data collected and analysed using qualitative content and thematic analysis methods. The findings highlight persistent structural, cultural, and institutional barriers that hinder women's advancement in academic leadership. These include gender bias in recruitment and promotion, the absence of mentorship and support networks, challenges in achieving work-life balance, and the intersectionality of race and gender, which disproportionately affects Black women. Despite the progress made through gender equity policies, the slow pace of transformation within male-dominated academic institutions remains a significant obstacle. However, the study also identifies key opportunities for women in leadership, such as the implementation of gender equity initiatives, the strengthening of mentorship programmes, and the increasing recognition of diverse and inclusive leadership styles within universities. Institutional commitment to gender transformation, alongside global frameworks such as the United Nations Sustainable Development Goals (SDGs), presents a pathway for women to attain leadership positions. The study stresses the need for continued institutional reforms that challenge traditional gender norms, foster mentorship, and promote work-life balance policies to achieve sustainable gender equity in academic leadership.

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