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Concerted efforts to transform gender cultures within Nigerian universities have introduced formal strategies aimed at reinforcing gender equity principles and practice. This is evidenced through the creation of gender centres and the adoption of gender equity policies in some Nigerian universities. However, existing literature reveals that despite these formal measures, gender imbalance in academic leadership is still prevalent. This paper seeks to investigate why gender equity policies in Nigerian universities have failed to gain traction, especially for advancing women to academic leadership positions. Using documentary data gathered from purposively selected universities in Nigeria, this paper unveils the various ways in which the content and enactment of institutional gender policies are gendered and potentially reinforce systems of inequality. Informed by a Feminist Institutionalism and Feminist Policy Analysis framework, I analyse gender policy documents and identify areas of silence, women's exclusion, and how male dominance is perpetuated in the policy. [ABSTRACT FROM AUTHOR]

Higher education is a key factor in a nation’s effort to develop a highly skilled workforce for competing in the global economy. In this paper, current trends in accessibility, equity, participation and financing of higher education in Kenya are examined. The paper explores the challenges which need to be confronted and discusses the way forward for reforming higher education policies in Kenya to widen access and advance equity by suggesting a number of strategies. It highlights the need for programmes and policies focusing on improving access to quality secondary education experiences; increasing aspirations and application to higher education; and the improvement of policies on financial support to disadvantaged students through the already existing Higher Education Loans Board. It concludes with a number of recommendations including a new revenue allocation particularly to the rising numbers of higher education aspirants from low income, rural, ethnic minorities and women. [ABSTRACT FROM AUTHOR]

This paper undertakes a critique of the gendered nature of leadership in modern universities in Kenya. The paper argues that the inclusive nature of African feminism makes it easier for both men and women to join in this discussion since African feminism demands a more holistic perspective that does not pit men against women but encourages them to work together to address gender inequalities. The review shows that there is a need to develop policies and strategies both at national and local level geared towards increasing women's participation in decision making and leadership in higher education in Kenya. The paper provides an opportunity for reflection on problems related to the participation of academic women in leadership in higher education in Kenya and comparable systems through the changing times and settings. [ABSTRACT FROM AUTHOR]

Gender equality in academia has been monitored in Australia for the past three decades so it is timely to reflect on what progress has been made, what works, and what challenges remain. When data were first published on the gender composition of staff in Australian universities in the mid-1980s women comprised 20 per cent of academic staff and held 6 per cent of senior positions. Since the early 1990s many Australian universities have had policies in place to remove sex discrimination and initiatives to increase women’s representation in academia. Two decades on, women comprise 44 per cent of academic staff and hold 31 per cent of senior positions. How did this happen? What worked? Are there still challenges to be addressed? This paper provides a critical reflection on what has worked, the practical impacts on gender in academia in Australia and what challenges remain for the future. [ABSTRACT FROM PUBLISHER]

The achievement of greater gender equity within Australian universities is a significant issue for both the quality and the strength of Australian higher education. This paper contributes to our knowledge of academic workloads, observing individual workloads in business faculties. A multiple case study method was employed to observe individual academic workloads. Two regional universities were selected for this research on the basis of their senior staff profiles. Multiple sources of evidence were used to gather teaching and research workload data for all faculty members. Differences in workloads were not always evident between genders. Our results suggest that universities that are over-represented with females in senior academic positions when compared to the national average achieve equity in workload. Universities that are underrepresented with females in senior academic positions do not achieve workload equity with male academics producing more research and coordinating more teaching. [ABSTRACT FROM AUTHOR]