CRITICAL ANALYSIS OF GENDER-BASED EQUITY IN THE CONTEXT OF LEADERSHIP ROLE IN HIGHER EDUCATION INSTITUTIONS: EVIDENCE FROM PAKISTAN

Abstract

Gender equity in higher education leadership remains an important yet insufficiently explored issue in Pakistan, particularly in relation to access to the highest levels of institutional leadership. This study explores gender-based equity in the appointment and leadership roles of Chancellors and Vice Chancellors in Pakistani higher education institutions. Drawing on a qualitative research approach, the study examines stakeholders’ perceptions of gender representation, the institutional, organizational, structural, and socio-cultural factors shaping women’s access to senior leadership, and the experiences of women who serve or aspire to serve in senior academic leadership positions. Data generated through semi-structured interviews were analyzed thematically to identify recurring patterns and experiences across participants’ accounts. The findings indicate that women’s representation in the highest levels of university leadership is influenced not only by formal qualifications and institutional procedures but also by intersecting socio-cultural expectations, gender stereotypes, organizational politics, institutional practices, and challenges associated with balancing professional and family responsibilities. Women leaders’ experiences further demonstrate that access to senior leadership involves navigating organizational cultures and expectations that may not operate equally for men and women. The study highlights the need to move beyond formal commitments to gender equality towards transparent, equitable, and gender-responsive leadership and appointment practices. It recommends strengthening merit-based and transparent selection mechanisms, institutionalizing gender-responsive leadership policies, developing mentoring and leadership-development opportunities for women, addressing discriminatory stereotypes and organizational barriers, and creating institutional environments that support work–life integration. The study contributes contextually grounded evidence to the growing scholarship on gender equity and university leadership in Pakistan.