Document Type : Original Article
Authors
1 Assistant Professor of Educational Management, University of Kurdistan, Sanandaj, Iran
2 Master's degree in Educational Management, University of Kurdistan, Sanandaj, Iran
3 PhD in Educational Management, University of Kurdistan, Sanandaj, Iran
Abstract
The aim of the present study was to explore faculty members' perceptions of the challenges facing women's leadership in higher education institutions. A qualitative research approach was employed, specifically using an interpretive phenomenological strategy. The study population consisted of all faculty members at Razi University of Kermanshah, from whom participants were selected through purposive, criterion-based sampling. Data were collected using semi-structured interviews, which continued until theoretical saturation was achieved. The data were analyzed using MAXQDA qualitative data analysis software. Given the sensitivity of the topic and the limited number of open codes, a two-stage coding process (open and axial coding) was employed. The findings revealed three main categories of challenges to women's leadership in higher education: individual barriers, institutional barriers, and cultural barriers. The study also identified key strategies for addressing these challenges, including developing a visionary and self-aware leadership style, ensuring balanced opportunities and arrangements for women and men on campus, fostering an informal and supportive campus environment, providing leadership development programs, addressing unconscious bias, encouraging women to pursue leadership positions, and supporting changes in academic policies.
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