Women's progression to senior positions in English universities

Abstract

PurposeThe purpose of this research is to explore the career routes and advancement procedures for both academic and support staff in English universities and the extent to which these might constitute barriers to progression.Design/methodology/approachThe research was conducted in four universities, two pre‐1992 universities and two post‐1992 universities, based in one region of England. Secondary data were collected in the form of equality monitoring statistics and documentation relating to the universities' advancement procedures. Primary data were collected through 26 semi‐structured interviews with senior people involved in decision‐making about promotions. These included HR specialists and senior academics such as Deans, Pro Vice‐Chancellors and Vice‐Chancellors.FindingsThe research shows that women are now progressing well to the promoted lecturer grade, but that their careers stall beyond this level. Women's less developed research profile is the main impediment to them gaining professorial status. In “old” universities, the processes used for progression to some senior academic management roles are obscure and may operate as a form of indirect discrimination. There is some evidence that women adopt a version of the transformational leadership style, but it is not clear whether this helps or hinders their career progression. In addition, women are more reluctant than men to put themselves forward for advancement and they value work‐life balance.Originality/valueThis paper provides new evidence about the operation of advancement processes in universities. It points to specific areas where university HR processes and equality monitoring need to be improved. It also contributes to the debate about leadership/management and the extent to which women adopt a style which is different to that of men.