Female Professors Developing Intellectual Leadership in Hong Kong
Considering Disciplinary, Institutional and Gender Factors
DOI:
https://doi.org/10.32674/jcihe.v12i6S1.3010Keywords:
intellectual leadership, female professors, academic career, higher education, hong kongAbstract
Women scholars’ participation in higher education has been on the rise, but many obstacles (e.g., the gendered academic and cultural bias) are still in their way of academic advancement. Intellectual leadership in universities constitutes the key competence for academics. It implies faculty members’ capacity to influence the innovation of science and technology, the growth of institutions, the changes in society and culture. Compared with women’s formal leadership in academia, little is known about their development of intellectual leadership. This doctoral project applied the multiple-case study of twenty-two female full professors in Hong Kong. An integrated theoretical lens was used, referring to the cumulative advantage theory (Merton, 1968 &1988), the four-role framework of intellectual leadership (Macfarlane, 2013), and cultural factors affecting gender equality. This study reveals that disciplinary characteristics, neoliberal and managerial practices in universities, and patriarchal culture interplay and shape women scholars’ paths of accumulating intellectual capacity.
References
Baert, P., & Morgan, M. (2018). A performative framework for the study of intellectuals. European Journal of Social Theory, 21(3), 322-339.
Baker, M. (2012). Academic careers and the gender gap. UBC Press.
Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines: McGraw-Hill Education (UK).
Heijstra, T. M., Steinthorsdóttir, F. S., & Einarsdóttir, T. (2017). Academic career making and the double-edged role of academic housework. Gender and Education, 29(6), 764-780.
Macfarlane, B. (2013). Intellectual leadership in higher education: Renewing the role of the university professor: Routledge.
Macfarlane, B., & Burg, D. (2019). Women professors and the academic housework trap. Journal of Higher Education Policy and Management, 41(3), 262-274.
Merton, R. K. (1968). The Matthew effect in science. Science, 159(3810), 56-63.
Merton, R. K. (1988). The Matthew Effect in Science, II: Cumulative Advantage and the Symbolism of Intellectual Property. Isis, 79(4), 606-623.
Mok, K.-H. (1999). The cost of managerialism: The implications for the ‘McDonaldisation’of higher education in Hong Kong. Journal of Higher Education Policy and Management, 21(1), 117-127.
Morley, L. (2013). Women and Higher Education Leadership: Absences and Aspirations: Stimulus Paper: Leadership Foundation.
Burkinshaw, P., & White, K. (2017). Fixing the Women or Fixing Universities: Women in HE Leadership. Administrative Sciences, 7(3), 30.
Morley, L. (2015). Troubling intra-actions: gender, neo-liberalism and research in the global academy. Journal of Education Policy, 31(1), 28-45.
Tu, W.-M. (1998). Probing the ‘three bonds’ and ‘five relationships’ in Confucian humanism. In W. H. Slote & G. De Vos (Eds.), Confucianism the family (pp. 121-136). Albany 出版社.
Oleksiyenko, A., & Ruan, N. (2019). Intellectual leadership and academic communities: Issues for discussion and research. Higher Education Quarterly, 71(1), 1-13.
Poole, M., Bornholt, L., & Summers, F. (1997). An international study of the gendered nature of academic work: Some cross-cultural explorations. Higher Education, 34(3), 373-396.
Ruan, N. (2020). Accumulating academic freedom for intellectual leadership: Women professors’ experiences in Hong Kong. Educational Philosophy and Theory, 1-11.
Ecklund, E., Lincoln, A., & Tansey, C. (2012). Gender Segregation in Elite Academic Science. Gender & Society, 26(5), 693-717.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Journal of Comparative & International Higher Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The findings, interpretations, conclusions, and views expressed in Journal of Comparative and International Higher Education (JCIHE) are entirely those of the authors and should not be attributed in any manner to CIES, HESIG, or the sponsoring universities of the Editorial Staff. These works are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. Readers are free to copy, display, and distribute articles that appear in JCIHE as long as the work is attributed to the author(s) and JCIHE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or JCIHE. By submitting a manuscript, authors agree to transfer without charge the following rights to JCIHE upon acceptance of the manuscript: first worldwide serial publication rights and the right for JCIHE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services.
