Exploring the relationship between gender and competencies development in higher education institutions: Perspectives from a university in Zimbabwe

Abstract

This research explores challenges faced by female academics in higher education institutions (HEIs) as they strive to cultivate the competencies necessary for a sustainable future. To delve into these challenges, a qualitative case study was conducted at a Zimbabwean university. All 64 academics employed at the university participated in the study, employing focus group discussions, face-to-face interviews, and online questionnaires, adapting to COVID-19 restrictions. The findings uncovered a lack of gender integration in university programmes and initiatives, leading to unequal engagement and limited access to resources and opportunities. A substantial portion of female academics lacked essential competencies in research, interdisciplinary collaboration, and grant proposal writing. These imbalances stemmed from male academics holding influential roles and controlling significant resources. Consequently, the research concludes that the institution's prevailing culture, systems, and procedures impede the development of vital skills among female academics, restricting their ability to contribute fully to a better future.