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Diversity, Difference and Distributive Justice in Academic Leadership Professor Louise Morley Centre for Higher Education and Equity Research (CHEER) University of Sussex, UK http://www.sussex.ac.uk/education/cheer. Why Diversify Academic Leadership?. Higher education a major site of: - PowerPoint PPT Presentation
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19 April 2023
Diversity, Difference and Distributive Justice in Academic
Leadership
Professor Louise MorleyCentre for Higher Education and Equity
Research (CHEER)University of Sussex, UK
http://www.sussex.ac.uk/education/cheer
19 April 2023
Why Diversify Academic Leadership?
Higher education a major site of:
Cultural practices/messages/ values
Identity formationKnowledge formation, capital &
dissemination Opportunity structures for
social mobilityWorker production for other
influential institutionsSymbolic control
(Holmwood, 2011; Morley, 2011)
19 April 2023
Snapshot Statistics: Absent Women
Hong Kong
• 13% professors/readers in 2009/10
• No female vice-chancellor (HKSAR, 2012).
Sweden
• 20% professors in 2010/11
• 43% vice-chancellors (SOS, 2012).
Turkey
• 28.5% professors in 2010/11
• 7% vice-chancellors (ÖSYM, 2012).
UK
• 21% professors in 2010/11
• 14% vice- chancellors (HEFCE, 2012).
19 April 2023
Consequences of Absence of Leadership Diversity
Employment/ Opportunity Structures
Distributive injustice/ Structural Prejudice.
Depressed career opportunities.
Misrecognition of leadership potential/ wasted talent.
Service Delivery
Knowledge Distortions, Cognitive/ Epistemic injustice (Fricker, 2007)
Reproduction of Institutional Norms and Practices.
Margins/ Mainstream hegemonies, with women, BME staff seen as Organisational ‘Other’.
19 April 2023
Impeding Diversity in Senior Leadership
• Who self-identifies/ is identified by existing power elites, as having leadership legitimacy? (Morley, 2012).
• Are certain groups, styles, talents and potential mis-recognised/ perceived as too risky? (Fitzgerald, 2011).
• Do dominant groups continue to appoint in own image/ clone themselves? (Gronn and Lacey, 2006).
• Is leadership still synonymous with structural positions and traditional types and displays of masculinity (Davies & Thomas, 2002).
• Do current leadership scripts offer creative or restrictive potential (identity cage) to under-represented groups? (Alvesson et al., 2008).
• Are informal practices e.g. networks, headhunters’ searches reproducing privilege? (Watson, 2008).
• Does decision-making lack transparency/ accountability? (Rees, 2011).
19 April 2023
Diversity = Representational Space?
Norm- saturated policy narratives
add more under-represented groups into current higher education systems
as students and academic leaders =
a form of distributive justice/ smart economics
organisational and epistemic transformation.
Development of a sociology of absences (Santos, 1999) (2007/8- ECU, 2009).
19 April 2023
Diversity in Academic Leadership is Not…
• Treating identity simply as a
demographic variable.
• Access to organisations
monopolised by the elite.
• Allowing women/ minorities in,
but ensuring that they continue
to lack capital (economic,
political, social and symbolic)
to redefine the requirements of
the field (Corsun & Costen, 2001).
19 April 2023
Action or Words?
• ‘Speech acts’– ‘saying it’ does
not bring about actions that ‘do
things’.
• Difference between higher
education being diverse and
‘doing diversity’ (Ahmed, 2006).
• Gulf between staff experiences
of diversity and equality and
organisational statements and
policies (Deem et al., 2005; ECU, 2011).
19 April 2023
Action for Change: Promoting Informed and Inclusive Practices
Structural Interventions
• Accountability and Transparency
• Data Collection and Diversity Monitoring
• Diversity Data in quality audits/ league tables.
• Equality Impact Assessments/ Mainstreaming
• Action on Bullying, Harassment and Discrimination
• Developmental Opportunities - Coaching, Mentoring and Networking.
19 April 2023
New Conceptual Grammars, Innovative Vocabularies and Leadership Styles
How can
• Leadership narratives,
technologies & practices be more:
than discursive performances
involving repetitions of the values/
beliefs of new public governance
than legitimating HE reform
narratives
more generative, inclusive and
diversity-sensitive?
19 April 2023
Follow Up?
Centre for Higher Education and
Equity Research (CHEER)
http://www.sussex.ac.uk/education/cheer/
Follow CHEER on Twitter
https://twitter.com/intent/user?
screen_name=SussexCHEER