Examining the Trajectory of Female Executive Leaders in Public Ghanaian Universities

Abstract

Women encounter significant barriers as it relates to their gender and leadership styles. The strong patriarchal system has made it more difficult for females to advance in higher education. Research has previously examined a number of factors, including characteristics, institutional influences, and practice efforts to increase the representation of females in leadership in higher education. However, exploring the persistence of gender inequality at the highest ranks of executive leadership is essential to understanding the underrepresentation of females in executive leadership positions in higher education (Bonebright, Cottledge & Lonnquist, 2012; White, 2012). Even though females have been a part of higher education for decades, only recently have they been highlighted in the research and literature pertaining to higher education, particularly executive leadership. This interpretive review considers gender and highlights organizational cultural barriers that further limit the advancement of females into executive leadership positions in higher education. The leadership trajectory of five females serving in executive positions in three public universities in Ghana was explored. Findings included opportunities presented to them through their hard work and dedication, the challenge of balancing personal and professional lives, understanding the importance of holding true to personal values, and the encouragement of mentors.