Abstract
This paper examines how two Portuguese women rectors constructed narratives on their path to leadership positions and their performance of leadership roles. The study is based on a qualitative empirical analysis based on life story interviews with two women rectors in Portugal. The results from this research suggest that women rectors tend to develop narratives about their professional route to the top as based on merit and hard work, and tend to classify their leadership experience as gender-neutral and grounded on the establishment of good relationships with their peers along their professional path. These narratives may contribute to reinforcing the male norm that leads other women to blame themselves for not being able to progress in their career, hindering the creation of an organisational environment that is open to the development of institutional policies to improve equal opportunities. Portugal is a very interesting case study, considering that despite the long history of its higher education system and the high participation of women in higher education, there were only two women rectors in the country until 2014.
Highlights
One of the great transformations in higher education (HE) systems worldwide has been its increased feminisation [1]
higher education institutions (HEIs) were ruled by academics, and those assuming leadership positions were considered as primus inter pares
HEIs are usually presented as meritocratic institutions assuming themselves to be gender neutral
Summary
One of the great transformations in higher education (HE) systems worldwide has been its increased feminisation [1]. One of the reasons for the persistent dominance of gender differences in leadership positions in HEIs is because HEIs are gendered organisations [2] This concept was advanced by Sandra Acker to acknowledge the advantages that the male norm brings to the distribution of power, meaning that. By assuming leadership positions in HEIs, women can contribute to breaking down institutional gender stereotypes, redefining the sense of power, and raising. The Portuguese case is relevant, since while Portugal is one of the European countries with a higher participation of women in higher education (HE), it has a lower rate of women leading HEIs. The main intent of this paper is to understand whether the narratives of women with top positions about their trajectory and performance are disruptive, revealing gender awareness or not. In the conclusion, the main findings are discussed, along with recommendations for further research in the field
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