The leaky pipeline omen in Academic Leadership: A Systematic Review of Gender Diversity in Higher Education

Le résumé fourni par la source

This systematic review is specifically focused on women in higher academic leadership. The aim is to provide an overview of the comparative analysis between Nigeria and UK women in academic leadership and highlight the suggested measures for enhancing gender equality in leadership positions. The review objectives are to highlight on going challenges and propose strategies to enhance gender equality in academic leadership roles. A total of 89 peer-reviewed articles published between 2010 and 2025 were retrieved from five major databases: Google Scholar, PubMed, Scopus, ResearchGate, and PsycINFO. Inclusion criteria required articles written in English and centred on gender equality and women's leadership in academia. Of these, 28 studies reported statistically significant results. Findings reveal that, despite growing representation of women and institutional efforts to promote diversity, leadership roles in higher education remain predominantly male-dominated, particularly in the UK. Common barriers include insufficient support systems, lack of motivation, and persistent discrimination. The comparative analysis indicates that while women in Nigeria face challenges such as gender bias, limited funding, and work-life imbalance, women in the UK encounter issues like the gender pay gap, underrepresentation, and unconscious bias. The review also identifies cross-cutting barriers including organisational constraints, cultural expectations, and personal factors such as low confidence, exclusion from male-dominated networks, and experiences of intimidation and harassment. NVivo-assisted analysis highlights that women are often given fewer opportunities to demonstrate administrative leadership, reflecting entrenched societal stereotypes and institutional resistance to women’s empowerment. While some findings suggest that stereotypical views may not significantly hinder individual success, these perceptions contribute to the marginalization of women’s leadership potential. In conclusion, the underrepresentation of women in senior academic leadership roles persists in both Nigeria and the UK, driven by institutional climates that inadequately support gender inclusivity. Addressing these systemic challenges is essential to achieving equitable participation of women in higher education leadership globally.

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