Breaking barriers: Professional growth of women leaders in Ghanaian public universities
DOI:
https://doi.org/10.51867/AQSSR.3.3.24Keywords:
Career Development, Higher Education, Ghana, Professional Growth, Women’s LeadershipAbstract
The study explores the professional growth of women leaders in two public universities in Ghana: the University of Mines and Technology and the University of Education, Winneba. A qualitative research approach, employing a case study design was adopted. Seven women leaders were purposively selected, and data were collected through in-depth, face-to-face interviews. The data were analysed thematically, guided by the gender theory. The findings revealed that the women leaders shared comparable experiences across their respective fields. A combination of career advancement, professional development, and active participation in development networks and associations shaped their professional growth. Key factors that facilitated their success included mentorship and strong support systems. However, the women also encountered significant challenges, including difficulties in balancing family and work responsibilities, socio-cultural constraints, and persistent gender stereotypes and discrimination. The evidence suggests that although the women leaders have made significant progress in their careers, their advancement continues to be influenced by both supportive factors and systemic barriers. The study contributes to the limited literature on women's leadership in higher education in Ghana. It offers valuable insights into general leadership dynamics and the specific experiences of women leaders within the higher education sector. The findings provide a deeper understanding of the barriers faced by women leaders and suggest strategies including gender-responsive leadership selection processes, family-friendly institutional policies, and gender mainstreaming units to support women’s advancement into senior administrative positions within Ghanaian Universities.
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