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Meletiadou, Eleni (2022) Female educational leaders in higher education institutions in the UK: insights into their Covid-19 crisis management skills and their reliance on inclusive leadership [video]. In: London Metropolitan University Student and Staff Research Conference 2022, 12-13 July 2022, London Metropolitan University.
Although 59% percent of graduates within the EU-28 are women, only eighteen percent of female academics hold full professorship at universities and even less become assistant professors according to the Netherlands Organization for Scientific Research (2013, p. 5).
Aspiring female educational leaders’ career advancement has been slow despite support provided by programmes, such as the Athena Swan Charter, enhancing women marginalization. Male-friendly organizational practices still dominate HEI and women are not supported due to lack of programmes which aim to develop their leadership skills.
Although there is ample research focusing on gendered barriers for women in the academy, relatively little attention has been paid to whether women academics are inclusive leaders amidst a major crisis such as the Covid-19 pandemic. This study contributes to the debate on how IL can help universities face crises effectively by shedding light on how inclusive female leaders, who act as role-models, may improve organisational performance and increase employees’ positive response when faced with crisis-induced challenges. There are many issues that remain unanswered and are worth exploring in the crisis literature which focus on how to minimize the negative impact of crisis by leveraging it to the organisation’s advantage through consistent involvement of all stakeholders (e.g., leaders and followers) at each stage of the crisis.
Research indicates Covid-19 outcomes are systematically better in countries led by women due to the proactive and coordinated policy responses they adopt. Zenger and Folkman (2020) report that according to an analysis of 360-degree assessments, women were rated by their colleagues as more effective. Previous research indicates that female leaders tend to perform better in a crisis in terms of overall leadership effectiveness because employees need leaders who are honest, truthful, and mindful of their colleagues’ feelings and frustration, can pivot new skills and focus on employee development even during major crises.
To sup up, the current study reports on how female educational leaders in HEI in the UK perceive themselves as leaders during major crises such as the Covid-19 pandemic. It aims to explore whether they confirm previous studies claiming that women are effective leaders in crises and unfold how female educational leaders in HEI in the UK are facing the Covid-19 pandemic.
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