This paper will analyze the perspectives of men about the women’s leadership within the unique context of Uzbekistan, where traditional values are influenced by both Western and Eastern cultures, core Islamic principles, and remnants of the post-Soviet era. It is important to learn this factor because organizational structure and the culture within the institutions also determine the success of women leaders. Institutional regulations to empower women, attitudes of men towards women in a working environment is important to know to solve problems and maintain gender equality. This analysis will draw on scientific literature as well as primary data collected by the researcher. 

 Uzbekistan is undergoing extensive reforms, including the education sector. As globalization and technology drive transformation across various sectors, higher education is also evolving. New managerialism is penetrating developing countries, including Uzbekistan, where academia strives to achieve higher rankings through internationalization, high standards, quality education, and active research and innovation. These concepts, although relatively new in Uzbekistan compared to other Asian and European countries, are gaining prominence. Providing opportunities for inspiring and talented women to take on responsibilities and implement necessary changes within academia could help Uzbekistan achieve its internationalization goals. The context of Uzbekistan is unique. Although the majority of the population is Muslim, the country is not officially Islamic and retains influences from the Soviet Union. Society is modernizing and increasingly open to Western culture, yet in some regions, Islamic values remain prioritized and practiced. Despite this, remnants of its Soviet past are still evident.

Research questions: 

1. What is the perception of male leaders regarding women's leadership in higher education in Uzbekistan?

2. What are the mentorship dynamics between male leaders and their female colleagues?

3. How do cultural expectations and societal norms in Uzbekistan influence the career trajectories of women leaders in academia?

4. How can governmental and higher educational institutions promote increased participation of women in leadership positions within academia in Uzbekistan?

In order to understand and analyse the findings, two theoretical perspectives are used to enhance the researcher’s understanding of the phenomenon under investigation and increase the validity of the explanations. As it is difficult to grand “theory for everything”, it is believed that these theories complement each other to explain the findings.

To understand and analyze the under-representation of women in senior leadership positions, Acker's theory of gendered organizations is pivotal.

1. Acker’s “Gendered Organisations theory” (1990) - Acker's (1990) theory of gendered organizations highlights how workplaces are inherently gendered in five key areas: labor, symbols and imagery, interactions, individual identity, and social structures. This framework is particularly relevant in academic institutions, which have historically been designed by and for men, thereby emphasizing intellectual norms and experiences that favor men (Cohenmiller et al., 2022). The concept of the "ideal worker," typically a man whose life centers around a full-time, life-long job with personal needs managed by a woman, further marginalizes women in the workplace (Bierema, 2016).

2. Are women perceived as inadequate leaders solely because of their gender? Fagenson's (1990) gender-organization-system theory suggests otherwise. She posits that it is not only gender that hinders women's leadership aspirations, without the chance to utilize and develop her leadership skills, how can she become an effective leader?  Furthermore, it is crucial to consider the context in which an organization operates. Both organizational dynamics and the broader societal context play significant roles too, while it should be noted that women's skills and behaviors are not uniform; they are shaped by individual backgrounds, qualifications, and experiences. The Gender Organization System theory, although not widely adopted, can be instrumental in understanding these issues.

Both quantitative and qualitative methods were used in this study to answer the research questions.The study was conducted between March 29 and July 24, 2024. Survey questions were prepared and disseminated via Google Forms to rectors, vice rectors, deans, and heads of departments at state universities across various regions in Uzbekistan. These were sent to university email addresses. Despite initial plans for a larger sample size, approximately 400 surveys were distributed, but over 180 were undeliverable due to incorrect email addresses or full inboxes. Ultimately, 70 responses were received and analyzed. The questionnaire included Likert scale questions, yes/no questions, and open-ended questions. The aim was to understand the attitudes of male leaders towards female leadership in higher education. At the conclusion of the survey, voluntary leaders were invited to participate in follow-up interviews by providing their contact details. Subsequently, ten interviews were conducted in May 2024 via ZOOM. The interviews, semi-structured in format, were conducted in Uzbek. The questions addressed various topics, including the participants' perspectives on their spouses assuming leadership positions in higher education, strategies for educational institutions to encourage more women to take on leadership roles, the role of government in promoting female leadership, and the overall impact of women's leadership on the development of Uzbekistan's higher education system. Prior to the interviews, participants were informed about the research objectives and assured of their anonymity. The interviews lasted between 20 and 40 minutes and were recorded with the participants' consent.

The survey results indicate a growing acceptance of women in leadership roles, though lingering biases and stereotypes persist. The qualitative interviews provide nuanced insights into women's leadership in higher education within Uzbekistan, revealing that traditional gender roles and societal expectations significantly shape attitudes and behaviors. An intriguing aspect of the findings is the nuanced perspective of men towards women within Uzbek culture. On one hand, this perspective reflects a deep sense of respect and care towards women, emphasizing traditional values that prioritize their well-being and protection. However, this cultural reverence can also inadvertently create barriers for women, particularly those who are single or do not have children, who may wish to pursue ambitious careers and contribute more actively to societal development. While these traditional values are rooted in positive intentions, they can limit the opportunities for women who have the capacity and desire to invest more time in their professional growth. This suggests that while there is theoretical support for gender equality in leadership, practical support remains insufficient. Coordinated efforts between families and government interventions are essential to empower women (Shaya & Khait, 2017). A holistic change in management is needed to shift from a reliance on male-dominated leadership towards gender equality in leadership. Although institutional culture transformation is challenging, higher education institutions (HEIs) should lead by example, fostering women's leadership and reflecting gender norms that serve as role models for other government departments and organizations (Ford, 2016). Concurrently, women should seek individual strategies to navigate male-dominated structures and contribute to the change process (Fauzi, 2024). Addressing the underrepresentation of women in academia in Uzbekistan requires not only organizational reforms but also a societal shift in the perception of gender roles, fostering an environment where women can thrive in leadership positions.

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