Women academics’ motivation for higher education and empowerment: a qualitative case study in Pakistan

Abstract

ABSTRACT Women’s empowerment is an important goal of the educational processes around the world. Women in developing countries need support and motivation for attaining higher education and empowerment. This qualitative-exploratory study sought to explore the perceptions of Pakistani female university academics living inside predominantly patriarchal social structures regarding their motivation for and issues in attaining higher education and empowerment. The study also aimed at understanding the notion of empowerment and areas where women academics have achieved empowered status. The study also investigated women academics’ access to higher education, and its impact on their current social positioning in a traditional social setup. A total of 30 purposefully selected women academics from public sector universities in Northwest Pakistan constituted the study sample. The data were collected through semi-structured interviews and were analysed using thematic analysis. The findings revealed that patriarchal social structures in and outside workplaces influence women academics’ motivation for higher education and empowerment. However, some motivational factors, including economic stability, professional identity in society, intellectual fulfilment and support of fathers and husbands seemed instrumental in contributing to women academics’ pursuits of higher education and attainment of positions in academia.