Female Lecturers’ Initiatives in Support their Academic Career Progression. A Case of Selected Universities in Uganda
Keywords:
Female academics, Initiatives, Academic career progression
Abstract
This study examined female lectures’ initiatives in support of their academic career progression in two universities in Uganda. It specifically focused on personal attributes which are behind actions undertaken by female academics that contribute to their academic career progression. Anchored in advocacy paradigm, this study employed a qualitative research approach and semi-structured interviews comprising of 16 female academics with more than five years at the rank of lecturer within the same university were purposively selected and used as a sample. Data were thematically analyzed and it emerged from the study that personal attributes such confidence, resilience, self-motivation determination and self-beliefs enable female academics to take initiatives such as setting realistic goals, making career decisions which enhance their academic career progression. However, these are moderated by external factors such as institutional, family and collegial support. The paper recommends that academic career progression of female lecturers should be enhanced by creating a supportive environment in which measures such as encouragement, mentoring, and ongoing training in scientific writing, adequate funding and promotion of co-authorship which stimulate female academics’ individual abilities and their subsequent academic career progression are prioritized.
References
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Barthauer, L., Spurk, D., & Kauffeld, S. (2018). Psychosocial and career support from different types of role-multiplexity in developmental relationships. Psychology, 9(8), 2135- 2158. https://doi.org/10.4236/psych.2018.98122.
Beane-Katner, L. (2014). Anchoring a mentoring network in a new faculty development program. Mentoring & Tutoring: Partnership in Learning, 22(2), 91-103. Doi: 10.1080/13611267.2014.902558.
Bhalalusesa, E. (2010). Women career and professional development experiences and challenges. Gender and Education, 10(1): 21-33.
Bhopal, K. (2020). Gender, ethnicity and career progression in UK higher education: a case study analysis. Research Papers in Education, 35(6), 706-721.
Boyland, J. R., & Fisher, T. (2018). Collegial support for counsellors. Australian Counselling Research Journal. Retrieved from www.acrjournal.com.au.
Carmel, R. G., & Paul, M. W. (2015). Mentoring and coaching in academia: Reflections on a mentoring/coaching relationship. Policy Futures in Education, 13(4), 479-491. Doi: 10.1177/1478210315578562.
Chitsamatanga, B.B., & Rembe, N. S. (2020). Does the implementation of affirmative action promote female academics to positions of leadership? Evidence from two state universities in Zimbabwe. e-Bangi, 17(2), 171-185.
Callaghan, C. W. (2015). ‘Designation differences and academic career progression’, Acta Commercii 15(1), 267, http://dx.doi. Org/10.4102/ac. v15i1.267.
Derks, B., Van Laar, C., Ellemers, N., & Raghoe, G. (2015). Extending the queen bee effect: How Hindustani workers cope with disadvantage by distancing the self from the group. Journal of Social Issues, 71(3), 476-496. Doi: 10.1016/. leaqua.2015.12.007.
Di-Tullio, I. (2019). Gender equality in stem: Exploring self-efficacy through gender awareness. Italian Journal of Sociology of Education, 11(3).
Dixson, D. D., Worrell, F. C., Olszewski‐Kubilius, P., & Subotnik, R. F. (2016). Beyond perceived ability: The contribution of psychosocial factors to academic performance. Annals of the New York Academy of Sciences, 1377(1), 67-77.
Draru, M.C. (2017).Education Pathways: Narratives of female academics and administrators in Ugandan Universities.
Ezzedeen, S. R., & Ritchey, K. G. (2009). Career advancement and family balance strategies of executive women. Gender in management: An international journal, 24(6), 388-411.
Feeney, B. C., & Collins, N. L. (2015). A new look at social support: A theoretical perspective on thriving through relationships. Personality and Social Psychology Review, 19(2), 113-147.
Francis, L., & Stulz, V. (2020). Barriers and facilitators for women academics seeking promotion: Perspectives from the Inside. Australian Universities' Review, 62(2), 47-60.
Gasser, C. E. & Shaffer, K.S. (2014). Career development of women in academia: Traversing the leaky pipe. The professional counselor, 4 (4), 332-352.
Gupta, A. (2021). Faculty mentoring in higher education: Results from a pilot program at Jammu, India. Mentoring & Tutoring: Partnership in Learning, 29(3), 261-283.
Hassan, S. (2011). The needs and perceptions of academics regarding their professional development in an era of educational transformation. South African Journal of Higher Education, 25(3): 476-490.
Heffernan, T. A. (2020). Academic networks and career trajectory: ‘There’s no career in academia without networks’. Higher Education Research Development, Doi: 10.1080/07294360.2020.1799948.
Heikkinen, S., Lämsä, A. M., & Hiillos, M. (2014). Narratives by women managers about spousal support for their careers. Scandinavian Journal of Management, 30(1), 27-39.
Hurst J., Leberman, S., Edwards, M. (2017). The career impacts of women managing women. Australian Journal of Management. https://doi.org.1177/0312896217701981.
Kabonesa, C., & Kaase-Bwanga, E. (2014). Rethinking leadership, management and career advancement for 21st century deans in the social sciences and humanities at Makerere University. Journal of Higher Education in Africa/Revue de l'enseignement supérie en Afrique, 12(1), 27-52.
Kipsoi, E., & Kimengi, I. (2014). Gender and social structural configuration in private and public universities in Kenya. Research Journal of Education, 2(7), 1-16.
Lent, R.W., Brown, D.S., & Hackett. (1994).Towards a unifying social cognitive theory of career and academic interest, choice and performance. Journal of Vocational Behavior, 45, (1), 79-122.Doi:10.1006/jvbe.1994.1027.
Lubaale, G. (2020). Gender Imbalances among Students in Kyambogo University of Uganda and Development Implications. Direct research Journal of Social Sciences and Educational Studies, 7(1), 7-14.
Lloyd-Jones, B. (2014). African-American women in the professoriate: Addressing social exclusion and scholarly marginalization through mentoring. Mentoring & Tutoring:
Macoun, A., & Miller, D. (2014). Surviving (thriving) in academia: Feminist support networks and women ECRs. Journal of Gender Studies, 23(3), 287-301. Doi:10.1080/09589236.2014.909718.
Martinez, M. A., Alsandor, D. J., Cortez, L. J., Welton, A. D., & Chang, A. (2015). We are stronger together: Reflective testimonies of female scholars of color in a research and writing collective. Reflective Practice, 16(1), 85-95. https://doi.org/10.1080/14623943.2014.969698.
Meschitti, V., & Lawton-Smith, H. (2017). Does mentoring make a difference for women academics? Evidence from the literature and a guide for future research. Journal of research in Gender Studies, 7(1), 166-199.5. Doi:10.5958/2249-5223.2016.00001.2
Mngomezulu, B. R., & Maposa, M. T. (2017). The challenges facing academic scholarship in Africa: Knowledge and change in African Universities. In: M Cross, A. Ndofirepi (Eds.): Knowledge and Change in African Universities. Africa Higher Education: Development and Perspectives. Rotterdam: Sense Publication.
Moodly, A., & Toni, N. M. (2017). Accessing higher education leadership: Towards a framework for women’s professional development. South African Journal of Higher Education, 31(3), 138-153.
Morley, L., & Crossouard, B. (2015). Women in higher education leadership in South Asia: Rejection, refusal, reluctance, revisioning. British Council report.
Morley, L., & Lugg, R. (2009). Mapping meritocracy: Intersecting gender, poverty and higher educational opportunity structures. Higher Education Policy, 22, 37-60.
Mulyampiti, T. (2016 July 12th -13th). Women making a difference in leadership in universities: A case study of women academic managers in Uganda. 4th International conference on private Higher Education in Africa. African Union Conference Centre, Addis Ababa Ethiopia.
Nguyen, T.H.L (2012). Barriers to facilitation of female Dean’s careers development in higher education: An explanatory study in Vietnam institute of higher education. Higher Education, 66(1): 123-138.
Obers, N. (2014). Career success for women academics in higher education: choices and challenges: Part 2: HELTASA 2012 Special Section. South African Journal of Higher Education, 28(3), 1107-1122.
Odaga, G. (2020). Affirmative Action and Women in Uganda’s Public University Education. Higher Education Policy, 1-18.
O'Meara, K. (2015). A career with a view: Agentic perspectives of women faculty. The Journal of Higher Education, 86(3), 331-359.
O’Neil, D. A., Brooks, M. E., & Hopkins, M. M. (2018). Women’s roles in women’s career advancement: what do women expect of each other? Career Development International, 23 (3), 327-344.
Oti, A. O. (2013). Social predictors of female academics’ career growth and leadership position in South-West Nigerian Universities. Sage Open, 3(4), 2158244013506439.
Palmer, E. M., & Jones, S. J. (2019). Woman–woman mentoring relationships and their roles in tenure attainment. Journal of Women and Gender in Higher Education, 12(1), 117. Doi: https://doi.org/10.1080/19407882.2019.1568264.
Parker, P. (2015). The historical role of women in higher education. Administrative Issues Journal, 5(1), 3.
Rubin, A., & Babbie, E. R. (2016). Empowerment series: Research methods for social work. Cengage Learning.
Santos, J. M., Horta, H., & Amâncio, L. (2021). Research agendas of female and male academics: a new perspective on gender disparities in academia. Gender and Education, 33(5), 625-643
Shavers, M. C., & Moore III, J. L. (2014). The double-edged sword: Coping and resiliency strategies of African American women enrolled in doctoral programs at predominately white institutions. Frontiers: A Journal of Women Studies, 35(3), 15-38.
Tarimo, E. A., & Swai, I. L. (2020). Career Progression of Female Academics in Public Universities: A Tale of Open University of Tanzania. Social Sciences, 9(1), 1-8.
Terosky, L., Campbell, C. M., & O., Meara, K. (2014). Enabling Possibility: Women Associate Professors’ Sense Of Agency In Career Advancement. Journal Of Diversity In Higher Education, 7, 58-76.
Vázquez‐Cupeiro, S., & Elston, M. A. (2006). Gender and academic career trajectories in Spain: From gendered passion to consecration in a Sistema Endogámico? Employee Relations
Winchester, H., Lorenzo, S., Browning, L., & Chesterman, C. (2006). Academic women's promotions in Australian universities. Employee Relations.
Zábrodská, K., Mudrák, J., Šolcová, I., Květon, P., Blatný, M., & Machovcová, K. (2018). Burnout among university faculty: The central role of work–family conflict. Educational Psychology, 38(6), 800-819.
Aiston, S. J. (2011). Equality, justice and gender: Barriers to the ethical university for women. Ethics and education, 6(3), 279-291.
Al-Mansor, A. S., Roziah, R. M., Bahaman, A. S., Daud, S. A., Suzaimah, S. (2015). A Career success model for academics at Malaysian research universities. European Journal of Training and Development, 39 (9), 815-835.
Barthauer, L., Spurk, D., & Kauffeld, S. (2018). Psychosocial and career support from different types of role-multiplexity in developmental relationships. Psychology, 9(8), 2135- 2158. https://doi.org/10.4236/psych.2018.98122.
Beane-Katner, L. (2014). Anchoring a mentoring network in a new faculty development program. Mentoring & Tutoring: Partnership in Learning, 22(2), 91-103. Doi: 10.1080/13611267.2014.902558.
Bhalalusesa, E. (2010). Women career and professional development experiences and challenges. Gender and Education, 10(1): 21-33.
Bhopal, K. (2020). Gender, ethnicity and career progression in UK higher education: a case study analysis. Research Papers in Education, 35(6), 706-721.
Boyland, J. R., & Fisher, T. (2018). Collegial support for counsellors. Australian Counselling Research Journal. Retrieved from www.acrjournal.com.au.
Carmel, R. G., & Paul, M. W. (2015). Mentoring and coaching in academia: Reflections on a mentoring/coaching relationship. Policy Futures in Education, 13(4), 479-491. Doi: 10.1177/1478210315578562.
Chitsamatanga, B.B., & Rembe, N. S. (2020). Does the implementation of affirmative action promote female academics to positions of leadership? Evidence from two state universities in Zimbabwe. e-Bangi, 17(2), 171-185.
Callaghan, C. W. (2015). ‘Designation differences and academic career progression’, Acta Commercii 15(1), 267, http://dx.doi. Org/10.4102/ac. v15i1.267.
Derks, B., Van Laar, C., Ellemers, N., & Raghoe, G. (2015). Extending the queen bee effect: How Hindustani workers cope with disadvantage by distancing the self from the group. Journal of Social Issues, 71(3), 476-496. Doi: 10.1016/. leaqua.2015.12.007.
Di-Tullio, I. (2019). Gender equality in stem: Exploring self-efficacy through gender awareness. Italian Journal of Sociology of Education, 11(3).
Dixson, D. D., Worrell, F. C., Olszewski‐Kubilius, P., & Subotnik, R. F. (2016). Beyond perceived ability: The contribution of psychosocial factors to academic performance. Annals of the New York Academy of Sciences, 1377(1), 67-77.
Draru, M.C. (2017).Education Pathways: Narratives of female academics and administrators in Ugandan Universities.
Ezzedeen, S. R., & Ritchey, K. G. (2009). Career advancement and family balance strategies of executive women. Gender in management: An international journal, 24(6), 388-411.
Feeney, B. C., & Collins, N. L. (2015). A new look at social support: A theoretical perspective on thriving through relationships. Personality and Social Psychology Review, 19(2), 113-147.
Francis, L., & Stulz, V. (2020). Barriers and facilitators for women academics seeking promotion: Perspectives from the Inside. Australian Universities' Review, 62(2), 47-60.
Gasser, C. E. & Shaffer, K.S. (2014). Career development of women in academia: Traversing the leaky pipe. The professional counselor, 4 (4), 332-352.
Gupta, A. (2021). Faculty mentoring in higher education: Results from a pilot program at Jammu, India. Mentoring & Tutoring: Partnership in Learning, 29(3), 261-283.
Hassan, S. (2011). The needs and perceptions of academics regarding their professional development in an era of educational transformation. South African Journal of Higher Education, 25(3): 476-490.
Heffernan, T. A. (2020). Academic networks and career trajectory: ‘There’s no career in academia without networks’. Higher Education Research Development, Doi: 10.1080/07294360.2020.1799948.
Heikkinen, S., Lämsä, A. M., & Hiillos, M. (2014). Narratives by women managers about spousal support for their careers. Scandinavian Journal of Management, 30(1), 27-39.
Hurst J., Leberman, S., Edwards, M. (2017). The career impacts of women managing women. Australian Journal of Management. https://doi.org.1177/0312896217701981.
Kabonesa, C., & Kaase-Bwanga, E. (2014). Rethinking leadership, management and career advancement for 21st century deans in the social sciences and humanities at Makerere University. Journal of Higher Education in Africa/Revue de l'enseignement supérie en Afrique, 12(1), 27-52.
Kipsoi, E., & Kimengi, I. (2014). Gender and social structural configuration in private and public universities in Kenya. Research Journal of Education, 2(7), 1-16.
Lent, R.W., Brown, D.S., & Hackett. (1994).Towards a unifying social cognitive theory of career and academic interest, choice and performance. Journal of Vocational Behavior, 45, (1), 79-122.Doi:10.1006/jvbe.1994.1027.
Lubaale, G. (2020). Gender Imbalances among Students in Kyambogo University of Uganda and Development Implications. Direct research Journal of Social Sciences and Educational Studies, 7(1), 7-14.
Lloyd-Jones, B. (2014). African-American women in the professoriate: Addressing social exclusion and scholarly marginalization through mentoring. Mentoring & Tutoring:
Macoun, A., & Miller, D. (2014). Surviving (thriving) in academia: Feminist support networks and women ECRs. Journal of Gender Studies, 23(3), 287-301. Doi:10.1080/09589236.2014.909718.
Martinez, M. A., Alsandor, D. J., Cortez, L. J., Welton, A. D., & Chang, A. (2015). We are stronger together: Reflective testimonies of female scholars of color in a research and writing collective. Reflective Practice, 16(1), 85-95. https://doi.org/10.1080/14623943.2014.969698.
Meschitti, V., & Lawton-Smith, H. (2017). Does mentoring make a difference for women academics? Evidence from the literature and a guide for future research. Journal of research in Gender Studies, 7(1), 166-199.5. Doi:10.5958/2249-5223.2016.00001.2
Mngomezulu, B. R., & Maposa, M. T. (2017). The challenges facing academic scholarship in Africa: Knowledge and change in African Universities. In: M Cross, A. Ndofirepi (Eds.): Knowledge and Change in African Universities. Africa Higher Education: Development and Perspectives. Rotterdam: Sense Publication.
Moodly, A., & Toni, N. M. (2017). Accessing higher education leadership: Towards a framework for women’s professional development. South African Journal of Higher Education, 31(3), 138-153.
Morley, L., & Crossouard, B. (2015). Women in higher education leadership in South Asia: Rejection, refusal, reluctance, revisioning. British Council report.
Morley, L., & Lugg, R. (2009). Mapping meritocracy: Intersecting gender, poverty and higher educational opportunity structures. Higher Education Policy, 22, 37-60.
Mulyampiti, T. (2016 July 12th -13th). Women making a difference in leadership in universities: A case study of women academic managers in Uganda. 4th International conference on private Higher Education in Africa. African Union Conference Centre, Addis Ababa Ethiopia.
Nguyen, T.H.L (2012). Barriers to facilitation of female Dean’s careers development in higher education: An explanatory study in Vietnam institute of higher education. Higher Education, 66(1): 123-138.
Obers, N. (2014). Career success for women academics in higher education: choices and challenges: Part 2: HELTASA 2012 Special Section. South African Journal of Higher Education, 28(3), 1107-1122.
Odaga, G. (2020). Affirmative Action and Women in Uganda’s Public University Education. Higher Education Policy, 1-18.
O'Meara, K. (2015). A career with a view: Agentic perspectives of women faculty. The Journal of Higher Education, 86(3), 331-359.
O’Neil, D. A., Brooks, M. E., & Hopkins, M. M. (2018). Women’s roles in women’s career advancement: what do women expect of each other? Career Development International, 23 (3), 327-344.
Oti, A. O. (2013). Social predictors of female academics’ career growth and leadership position in South-West Nigerian Universities. Sage Open, 3(4), 2158244013506439.
Palmer, E. M., & Jones, S. J. (2019). Woman–woman mentoring relationships and their roles in tenure attainment. Journal of Women and Gender in Higher Education, 12(1), 117. Doi: https://doi.org/10.1080/19407882.2019.1568264.
Parker, P. (2015). The historical role of women in higher education. Administrative Issues Journal, 5(1), 3.
Rubin, A., & Babbie, E. R. (2016). Empowerment series: Research methods for social work. Cengage Learning.
Santos, J. M., Horta, H., & Amâncio, L. (2021). Research agendas of female and male academics: a new perspective on gender disparities in academia. Gender and Education, 33(5), 625-643
Shavers, M. C., & Moore III, J. L. (2014). The double-edged sword: Coping and resiliency strategies of African American women enrolled in doctoral programs at predominately white institutions. Frontiers: A Journal of Women Studies, 35(3), 15-38.
Tarimo, E. A., & Swai, I. L. (2020). Career Progression of Female Academics in Public Universities: A Tale of Open University of Tanzania. Social Sciences, 9(1), 1-8.
Terosky, L., Campbell, C. M., & O., Meara, K. (2014). Enabling Possibility: Women Associate Professors’ Sense Of Agency In Career Advancement. Journal Of Diversity In Higher Education, 7, 58-76.
Vázquez‐Cupeiro, S., & Elston, M. A. (2006). Gender and academic career trajectories in Spain: From gendered passion to consecration in a Sistema Endogámico? Employee Relations
Winchester, H., Lorenzo, S., Browning, L., & Chesterman, C. (2006). Academic women's promotions in Australian universities. Employee Relations.
Zábrodská, K., Mudrák, J., Šolcová, I., Květon, P., Blatný, M., & Machovcová, K. (2018). Burnout among university faculty: The central role of work–family conflict. Educational Psychology, 38(6), 800-819.
Published
2023-05-18
How to Cite
Nabawanuka, P. (2023, May 18). Female Lecturers’ Initiatives in Support their Academic Career Progression. A Case of Selected Universities in Uganda. African Journal of Education,Science and Technology, 7(3), Pg 799-813. https://doi.org/https://doi.org/10.2022/ajest.v7i3.914
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