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<p>This study examines the institutional support and barriers for women in administrative role career development in higher education in Ghana, focusing on C. K. Tedam University of Technology and Applied Sciences (CKT-UTAS). Employing a qualitative case study design, the study collected data through semi-structured interviews with 20 female administrative staff members and one key male informant. We found that while CKT-UTAS has implemented some women-centred policies and career development initiatives, women in administrative roles still face significant challenges in their career progression due to entrenched male and cultural biases, bureaucratic processes, and a lack of specific measures to address women’s unique needs. We found mixed responses regarding the effectiveness of existing gender-balanced processes and policies, with many women expressing frustration over limited access to study leave and promotions despite ostensibly equal opportunities. Drawing on feminist institutionalism and Marxist conflict theory, the findings highlight persistent patriarchal norms and power imbalances that hinder women’s advancement, even within progressive institutions. Our findings underscore the need for targeted interventions and structural transformations to dismantle discriminatory practices and support women’s career development. Our findings contribute to the literature on gender inequality in African higher education and offer insights for policies and practices to promote women’s leadership and representation in administrative roles.</p>

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Women in administrative roles: experiences of career progression in a Ghanaian University setting

  • 期刊论文

  • 发表日期：

    2025年9月18日

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  • Patricia Akanmaachaab Apendaadem,
  • Robert Yakubu Adjuik,
  • Justine Guguneni Tuolong

摘要

This study examines the institutional support and barriers for women in administrative role career development in higher education in Ghana, focusing on C. K. Tedam University of Technology and Applied Sciences (CKT-UTAS). Employing a qualitative case study design, the study collected data through semi-structured interviews with 20 female administrative staff members and one key male informant. We found that while CKT-UTAS has implemented some women-centred policies and career development initiatives, women in administrative roles still face significant challenges in their career progression due to entrenched male and cultural biases, bureaucratic processes, and a lack of specific measures to address women’s unique needs. We found mixed responses regarding the effectiveness of existing gender-balanced processes and policies, with many women expressing frustration over limited access to study leave and promotions despite ostensibly equal opportunities. Drawing on feminist institutionalism and Marxist conflict theory, the findings highlight persistent patriarchal norms and power imbalances that hinder women’s advancement, even within progressive institutions. Our findings underscore the need for targeted interventions and structural transformations to dismantle discriminatory practices and support women’s career development. Our findings contribute to the literature on gender inequality in African higher education and offer insights for policies and practices to promote women’s leadership and representation in administrative roles.