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<p>Women’s participation in leadership remains an unmet global agenda, particularly within higher education. Existing literature consistently highlights the underrepresentation of women in higher education leadership, especially in senior positions due to the interplay effect of several factors. This study compares the status and barriers to women’s leadership in Ethiopian higher education with those in other countries. Employing systematic review methodologies, this research synthesizes findings from 23 journal articles published ‘<i>between</i>’ 2015 to 2024, which are sourced from databases including Scopus, ERIC, Tandfonline.com, and Google Scholar. The analysis reveals no significant differences between Ethiopia and other nations in the status and barriers to women’s leadership in higher education. Considering the evidence from the reviewed studies, some specific variations, and identified limitations, the study concludes that Ethiopian women do not face unique challenges and are not distinctly underrepresented in leadership positions within higher education. However, the conclusion does not imply that the current situation is satisfactory. Instead, it emphasizes the need for practical and policy-driven interventions to reduce or eliminate barriers to ensure equitable and meaningful participation of women in leadership roles at all levels of higher education in Ethiopia.</p>

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Women leadership in higher education: a comparative systematic review of participation and barriers in Ethiopia and beyond

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月30日

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  • Kindu Ayechew Ayenalem,
  • Markos Tezera Taye

摘要

Women’s participation in leadership remains an unmet global agenda, particularly within higher education. Existing literature consistently highlights the underrepresentation of women in higher education leadership, especially in senior positions due to the interplay effect of several factors. This study compares the status and barriers to women’s leadership in Ethiopian higher education with those in other countries. Employing systematic review methodologies, this research synthesizes findings from 23 journal articles published ‘between’ 2015 to 2024, which are sourced from databases including Scopus, ERIC, Tandfonline.com, and Google Scholar. The analysis reveals no significant differences between Ethiopia and other nations in the status and barriers to women’s leadership in higher education. Considering the evidence from the reviewed studies, some specific variations, and identified limitations, the study concludes that Ethiopian women do not face unique challenges and are not distinctly underrepresented in leadership positions within higher education. However, the conclusion does not imply that the current situation is satisfactory. Instead, it emphasizes the need for practical and policy-driven interventions to reduce or eliminate barriers to ensure equitable and meaningful participation of women in leadership roles at all levels of higher education in Ethiopia.