The objectives of the study were  

• to ascertain whether the number of women leaders in higher education is increasing
• to see whether there are differences between universities in terms of the representation of women in leadership roles
• to identify the characteristics of women leaders

Research questions explored women leaders’ perspectives of their day to day experiences in higher education, longer term strategies and goals, relationships with colleagues and leadership styles. Factors affecting their role, such as prior management experience, training, support from departmental colleagues and senior university managers, were also investigated.

The number of women entering higher education has increased significantly over the last ten years, as have the numbers of women working in higher education and gaining promotion. It is important to study women who have already succeeded in obtaining senior university positions and to identify the leadership skills and qualities that they bring to such roles.

However, research findings confirm the continuing under-representation of women in management and leadership positions in higher education and their marginalisation in structural and cultural ways ways (Quinn 2003, Wisker 1996). For example, a study of women leaders in 11 countries (UNESCO 1993) found that, while women were more strongly represented in middle management positions, women deans and professors were still in the minority and women vice-chancellors were rare. The current position in the UK has improved since then, but not dramatically. According to Warwick (2004), just over a third of all academic staff were women, the majority of these in the arts, humanities and healthcare. The proportion of professors rose recently to 18.5 per cent (Research Europe 2009).

The UNESCO study (1993) found a contradiction between perceptions of male and female leaders. For instance, male leaders were expected to be firm and authoritative, whilst women leaders were expected to show these characteristics as well as more traditionally female qualities such as nurturing and empathy. Similarly, a study of 50 women in leadership positions in Australian universities (Blackmore & Sachs 2001: 51) found some contradictory positioning of women leaders, giving rise to a ‘cultural clash’ for many women.

More positively, some studies stress the transformative potential of women leaders. Wisker (1996) argues that women only training and networks are important for women, in a context where largely male models of leadership are still prevalent, while studies in the USA (Madden 2002) reinforce the importance of mentoring. Rosser et al. (2003) highlight the positive perceptions of women managers and their leadership effectiveness. These authors emphasise the positive contribution that women leaders can make and the importance of moving away from traditional, top down leadership cultures in higher education.

The study is situated within a feminist theoretical framework. Feminist research (e.g. Morley & Walsh, 1996) has highlighted the under-representation of women in higher education leadership, the cultural clashes and contradictory positioning of women, as well as the transformative potential of women leaders. The framework will foreground social and cultural dimensions of the study, and identify barriers and opportunities for women leaders.

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