STRATEGIES FOR ACHIEVING GENDER PARITY IN ACADEMIC LEADERSHIP

A COMPARATIVE STUDY OF UNIVERSITIES IN MBEYA (TANZANIA) AND ASSAM (INDIA)

Abstract

Background and Aim: Gender disparity in leadership is a global problem; despite efforts to reduce inequalities, yet significant inequalities persist in the leadership positions worldwide. This study aimed to investigate strategies to achieve gender parity in academic leadership in universities of Mbeya, Tanzania, and Assam, India. The study was guided by the Social Role Theory with the notion behind that gender differences are driven by the social roles than biological differences. Materials and Methods: A mixed-methods approach employing a convergent research design was used in this study. The target population consisted of university teachers and academic leaders from universities in Mbeya, Tanzania, and Assam, India. A total sample of 277 participants was obtained, comprising 261 university teachers and 16 academic leaders. Among the university teachers, 119 were from Mbeya, Tanzania, and 142 were from Assam, India; these participants were selected using incidental convenience sampling. The 16 academic leaders, consisting of 8 from Mbeya, Tanzania, and 8 from Assam, India, were selected through purposive sampling. Data were collected using questionnaires administered to university teachers and semi-structured interviews conducted with academic leaders. Results:  The study found that developing and implementing policies for equal representation is a strategy for achieving gender parity in academic leadership positions in the universities of Mbeya, Tanzania, and Assam, India. Conclusion: The study concludes that the development and effective implementation of policies that promote equal representation are essential for achieving gender parity in academic leadership positions in the universities of Mbeya, Tanzania, and Assam, India. Institutional policies that ensure equitable opportunities for leadership participation can help address long-standing gender imbalances and create a more inclusive governance structure. However, the effectiveness of these policies depends on consistent enforcement, institutional commitment, regular monitoring, and accountability mechanisms. Therefore, universities should strengthen gender-responsive policies and integrate them into leadership recruitment, promotion, and decision-making processes to foster sustainable gender equality in academic leadership.