HIRING PRACTICES IN HIGHER EDUCATION INSTITUTIONS IN ZIMBABWE: INTO THE GENDER EQUALITY LENS

Abstract

The presence of male dominance within organisations has been observed to contribute to the establishment of a culture and ethos that symbolically align with masculine traits. Consequently, this gendered organisational environment poses challenges for women seeking acceptance upon applying for employment positions. Hence, the workplace has occasionally been characterised as an unwelcoming environment for women as a result of the various manifestations of gender disparities that exist. The study examines the hiring practices within Zimbabwe's higher education institutions, analysing them through the lens of gender equality. The research adopted a pragmatic research philosophy. The initial two objectives were accomplished through the utilisation of quantitative data, whereas the latter two objectives were achieved through the utilisation of qualitative data. The data collection process involved the utilisation of a simple random sampling technique, which facilitated the selection of a sample consisting of 60 participants from a remote learning institution. A survey was administered to individuals employed in the management, administration, and lecturing departments in order to provide a comprehensive perspective on the phenomenon. In the context of qualitative data collection, it is worth noting that data saturation was achieved at the 10th interview, leading to the cessation of further interviews. In terms of recruitment practices, the study found that there is online recruitment, external recruitment and formal recruitment processes in higher and tertiary education institutions in Zimbabwe. The study also concludes that traditional recruitment and internal recruitment have been neglected in these institutions. In terms of selection practices interviews were found to be the most frequently used in higher education institutions. However, negative selection practices were found such as more men being promoted and occupying leadership positions. Lack of affirmative action, limited qualifications and experience, digital divide and subjectivity of interviews, were found to be challenges that women face with regards to hiring practices in higher education institutions in Zimbabwe.