Persisting challenges of women in accessing senior leadership positions in South African higher education: A comprehensive systematic review
Zelalem Zekarias Oliso & Sibongile Simelane-Mnisi
Abstract
The status of women’s participation in senior leadership positions remains an unachieved global agenda in all sectors, including higher education. The extant literature consistently underscores the underrepresentation of women in senior leadership positions at South African public universities. The main purpose of this review was to identify the major persisting challenges that limit women's advancement into senior leadership positions and to propose strategies to reduce the existing barriers. Using systematic literature review, this study synthesizes findings from 24 journal articles published between May 2015 and February 2026, sourced from well-known databases, namely Google Scholar, ERIC, JSTOR, ScienceDirect, and the Taylor and Francis Group. The findings from the review identified that several intermingled, persistent challenges obstruct women's access to top leadership positions in South African academia. Lack of support, mentoring programmes and networking, recruitment and selection biases, role conflicts, discrimination, gender stereotypes, gender inequity, gendered organizational culture, and gaps in gender policy formulation and practice are qualified as persisting challenges over the past ten consecutive years. The findings further indicated that refusal to racial discrimination, effective training and development programmes, provision of support and networking platforms, mentoring programmes and research, promoting institutional change and policy reforms, conducting continuous monitoring and evaluation systems, and ongoing advocacy and policy interventions are regarded as systematic strategies to mitigate the existing barriers. Institutional and government commitment play a pivotal role in achieving real gender parity in senior leadership positions and aligning with international, continental, and regional development goals.
Keywords
gender policy, women leadership, higher education, educational leadership, strategies
Author information & Contribution
Zelalem Zekarias Oliso. Corresponding Author. PhD. Postdoctoral Fellow at Tshwane University of Technology, South Africa. Assistant Professor of Educational Policy and Leadership at Arba Minch University, Ethiopia. Visiting Research Scholar (VRS) at the University of British Columbia, Canada. Email: Olisozz@tut.ac.za
Sibongile Simelane-Mnisi. PhD. Professor, Lecturer & Instructional Designer at Tshwane University of Technology, Faculty of Humanities, School of Education, and Department of Educational Foundation.
"All authors equally contributed to the conception, design, preparation, data gathering, and analysis, and writing of the manuscript. All authors read and approved the final manuscript."
Disclosure statement
No potential conflict of interest was reported by the authors.
Funding
This work was not supported by any funding.
Institutional Review Board Statement
Not Applicable
Data and Materials Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Declaration
No artificial intelligence (AI) tools were used to design, conduct, analyze, or interpret this study. Grammarly was used solely for language editing, including spelling, grammar correction, and the paraphrasing of some lengthy statements to improve clarity and readability.
Notes
Acknowledgement
References
African Union, AU. (2015). Agenda 2063: The Africa we want (Popular version). https://au.int/en/agenda2063/overview
Barends, G., Rogers, S., & Rietbergen, C. (2018). A systematic approach to searching: An efficient and complete method to develop literature searches. Journal of the Medical Library Association, 106 (4), 512–519. https://doi.org/10.5195/jmla.2018.283
Bayaga, A., & Mtose, X. (2021). Black women leadership development in higher education space in post-apartheid South Africa: Identity & complexity trajectory. The Journal of Negro Education, 90(4), 457–471. https://www.jstor.org/stable/48679122
Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. Global Text Project. https://digitalcommons.usf.edu/oa_textbooks/3
Burkinshaw, P., Cahill, J., & Ford, J. (2018). Empirical evidence illuminating gendered regimes in UK higher education: Developing a new conceptual framework. Education Sciences, 8(2), 81. https://doi.org/10.3390/educsci8020081
Crenshaw, K. (1989). Demarginalising the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. University of Chicago Legal Forum, (1), Article 8. http://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
Fauzi, M.A., Tan, C.N., Tamyez, P.F.M., Aziz, N.A.A. & Wider, W. (2024). Women leadership in higher education: past, present and future trends. Asian Education and Development Studies, 13 (2), 117–133. https://doi.org/10.1108/AEDS-11-2023-0168
Hatch, J. A. (2023). Doing qualitative research in education settings (2nd Ed.). State University of New York Press.
Herbst, T. H. H. (2020). Gender differences in self-perception accuracy: The confidence gap and women leaders’ underrepresentation in academia. SA Journal of Industrial Psychology, 46, Article a1704. https://doi.org/10.4102/sajip.v46i0.1704
Herbst, T.H.H. & Roux, T. (2021). Toxic leadership: A slow poison killing women leaders in higher education in South Africa? Higher Education Policy, 36, 164–189. https://doi.org/10.1057/s41307-021-00250-0
Hlatshwayo, L.P., Mashaba, B., Mathuloe, O., & Yende, S.J. (2022). Being a woman is not a barrier to achieving successful leadership in South African higher education. African Journal of Gender, Society and Development, 11 (4), 7–26. https://doi.org/10.31920/2634-3622/2022/v11n4a1
Holmes, G. (2021). Feminist institutionalism. In United Nations Peace Operations and International Relations Theory. CentAUR: University of Reading. https://centaur.reading.ac.uk/86471/1/Peacekeeping%20and%20Feminist%20Institutionalism_Pre-print_Holmes%202019%20copy.pdf
Jali, N., Suknunan, S., & Bhana, A. (2021). Challenges impeding women into leadership roles in a student-led organization at a South African higher education institution. Problems and Perspectives in Management, 19(4), 508–518. https://doi.org/10.21511/ppm
Kaymakcioglu, A. G., & Thomas, M. (2024). Gender inequalities and academic leadership in Nigeria, South Africa and the United Kingdom: A systematic literature review (2013–2023). Social Sciences & Humanities Open, 10, 101066. https://doi.org/10.1016/j.ssaho.2024.101066
Kela, S. Pillay, S. Fana, T., Zikhali, A. & Muroa, M.T. (2024). An assessment of barriers and enablers to women progression into leadership positions in the South African public higher education sectors. Journal of Public Administration and Development Alternatives, 9 (2). https://doi.org/10.55190/JPADA.2024.325
Kele, T., & Pietersen, J. (2015). Women leaders in a South African higher education institution: Narrations of their leadership operations. OIDA International Journal of Sustainable Development, 8(5). 11–16. http://hdl.handle.net/2263/51248
Khumalo, M. (2021). Left behind: The status of women leadership in the South African higher education institutions. Academia Letters, https://doi.org/10.20935/AL4080
Kulkarni, A., & Mishra, M. (2022). Aspects of women’s leadership in the organisation: Systematic literature review. South Asian Journal of Human Resources Management, 9(1), 9–32. https://doi.org/10.1177/23220937211056139
Kuagbedzi, F.N., Dhlamini, N. & Njenga, B.K. (2023). The struggle of women for power and leadership in universities. University World News Africa Edition, https://www.universityworldnews.com/post.php?story=20220426094831132#:~:text=
Lefebvre, C., Glanville, J., Briscoe, S., Littlewood, A., Marshall, C., Metzendorf, M.-I., Noel-Storr, A., Rader, T., Shokraneh, F., Thomas, J., & Wieland, L. S. (2019). Searching for and selecting studies. In J. P. T. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, M. J. Page, & V. A. Welch (Eds.), Cochrane Handbook for Systematic Reviews of Interventions (2nd Ed.), pp. 67–108). John Wiley & Sons. https://doi.org/10.1002/9781119536604.ch4
Loots, S., & Walker, M. (2015). Shaping a gender equality policy in higher education: Which human capabilities matter? Gender and Education, 27(4), 361–375. https://doi.org/10.1080/09540253.2015.1045458
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Mabokela, R. O., & Mlambo, Y. A. (2015). The older women are men: Navigating the academic terrain, perspectives from Ghana. Higher Education, 69(5), 759-778. https://doi.org/10.1007/s10734-014-9804-3
Maheshwari, G., Gonzalez-Tamayo, L. A., & Olarewaju, A. D. (2023). An exploratory study on barriers and enablers for women leaders in higher education institutions in Mexico. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432231153295
Mankayi, M. & Cheteni, M. (2021). Experiences of female deans in South African universities: A phenomological study. Cogent Education, 8 (1). 1981-199. https://doi.org/10.1080/2331186X.2021.1981199
Mbukanma, I. & Strydom, K. (2022). Challenges to and enablers of women’s advancement in academic careers at a selected South African university. International Journal of Learning, Teaching and Educational Research, 21 (12), 44–64. https://doi.org/10.26803/ijlter.21.12.3
Meline, T. (2006). Selecting studies for systematic review: Inclusion and exclusion criteria. Contemporary Issues in Communication Science and Disorders, 33 (Spring), 21–27. https://doi.org/10.1044/cicsd_33_s_21
Moodly, A.L. (2024). Exercising positional power to advance and support women in leadership conversations with men in higher education. Management in Education, 38(4), 180–188. https://doi.org/10.1177/08920206221097479
Moodly, A.L. & Toni, N.M. (2017). Re-imagining higher education leadership – in conversation with South African female deputy vice-chancellors. Perspectives in Education, 35(2). https://hdl.handle.net/10520/EJC-f9dfed76e
Moodly, A.L. & Fouten, E.S. (2026). The gender landscape in higher-education leadership: Has there been a shift between 2014 and 2024? Transformation in Higher Education, 11(0). https://doi.org/10.4102/the.v11i0.679
Moorosi, P. (2020). Constructions of leadership identities via narratives of African women school leaders. International Journal of Leadership in Education, 23(2), 259-277. https://doi.org/10.1080/13603124.2018.1512668
Msiza, M.L. (2026). South African higher education crisis on rising women in positions. US-China Foreign Language, 24 (1), 39–47. https://doi.org/10.17265/1539-8080/2026.01.006
Muleya, & Mothoagae. (2025). Breaking barriers: A comparative analysis of the challenges faced by women in traditional leadership positions in South Africa and Zimbabwe. Journal of Ecohumanism, 4 (4),1620 – 1629. https://doi.org/10.62754/joe.v4i4.6897
Muyambo, T. (2023). The leadership of Ndau women in healing the earth utilizing religion-cultural resources: An African ecofeminist perspective. In Palgrave studies in African leadership. Palgrave Macmillan.
Ngonyama, S. & Adewumi, S. (2026). Gender discrimination, construction, and glass ceiling effects among women academics in a higher education institution in South Africa: Exploring alternatives for women’s empowerment. Administrative Sciences, 16 (117). https://doi.org/10.3390/admsci16030117
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Medicine, 18(3), e1003583. https://doi.org/10.1371/journal.pmed.1003583
Pillay, P. (2025). Women’s leadership in South African higher education: a systematic review. International Journal of Contemporary Educational Research, 12(1), 56–70. https://doi.org/10.52380/ijcer.2025.12.1.736
Ramohai, J. (2019). Women in senior management positions at South African universities: Their movement in, out and across universities. Gender in Management: An International Journal, 34 (3), 1754-2413. http://dx.doi.org/10.1108/GM-10-2017-0138
Raymond, Z. & Canham, H. (2022). Women’s refusal of racial patriarchy in South African academia. Gender and Education, 34 (8). https://doi.org/10.1080/09540253.2022.2101201
Republic of South Africa, RSA. (1998). Employment Equity Act 1998, Government Gazette Vol. 400, No. 19370.
Republic of South Africa, RSA. (2000). Promotion of Equality and Prevention of Unfair Discrimination Act No. 4 of 2000, Government Gazette Vol. 416, No. 20876.
Republic of South Africa, RSA. (2024). Mid-year population estimates (Statistical release P0302). Pretoria: Stats SA. https://www.statssa.gov.za/publications/P0302/P03022024.pdf
Rethlefsen, M. L., Kirtley, S., Waffenschmidt, S., Ayala, A. P., Moher, D., Page, M. J., Koffel, J. B., & PRISMA-S Group. (2021). PRISMA-S: An extension to the PRISMA statement for reporting literature searches in systematic reviews. Journal of the Medical Library Association, 109(2), 174–200. https://doi.org/10.5195/jmla.2021.962
Robinson, K.A., Whitlock, E.P, Oneil, M.E, Anderson, J.K., Hartling, L., Dryden, D.M., Butler, M., Newberry, S.J., McPheeters, M., Berkman, N.D. S Lin, J.S. & Chang, S. (2014). Integration of existing systematic reviews into new reviews: Identification of guidance needs. Systematic Reviews, 3 (60). https://doi.org/10.1186/2046-4053-3-60
Saldaña, J. (2009). The coding manual for qualitative researchers. SAGE Publications.
Sinha, A., Menon, G. R., & John, D. (2022). Beginner’s guide for systematic reviews: A step-by-step guide to conduct systematic reviews and meta-analysis. Indian Council of Medical Research.
Singh, K., Ntombizanele, T., Mbuyiswa, A.A. N., & Mseleku, P. N. (2024). Evolution of South African woman in higher education: Past, present, future. In Proceedings of the Focus Conference (TFC 2024). Atlantis Highlights in Social Sciences, Education and Humanities, 31, 255–269. Atlantis Press International BV. https://doi.org/10.2991/978-94-6463-630-7_14
Sokani, A. (2025). Why are women still underrepresented in leadership roles at South African higher education institutions? A systematic literature review. International Journal of Research in Business and Social Science, 14(5), 378–387.
Toni, N., & Moodly, A.L. (2019). Do institutional cultures serve as impediments for women’s advancement towards leadership in South African higher education? South African Journal of Higher Education, 33(3): pp.176–191. https://doi.org/10.20853/33-3-3137
United Nations, UN. (2015). Transforming our world: The 2030 Agenda for Sustainable Development* (A/RES/70/1). Department of Economic and Social Affairs. https://sdgs.un.org/2030agenda
Wheeler, A., & Wiese, L. (2025). Reforming higher education in South Africa by addressing gender inequalities. Journal of Adult and Continuing Education, 31(1), 347–365.
Woldegiorgis, E.T. (2025). Navigating the decolonial frontier: Leadership perspectives on epistemic justice in South African higher education. International Journal of Educational Research, 134. https://doi.org/10.1016/j.ijer.2025.102816
Cite this article:
Oliso, Z.Z. & Simelane-Mnisi, S. (2026). Persisting challenges of women in accessing senior leadership positions in South African higher education: A comprehensive systematic review. International Review of Social Sciences Research, 6(2), 272-293. https://doi.org/10.53378/irssr.353366
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
Find this article in:
Most read articles
- Social media usage and the academic performance of Filipino junior high school students
- A narrative exploration of romantic experiences and ideal relationship standards among Filipino Gen Z
- Exploring the factors influencing commuters’ satisfaction and the use of public utility buses in Quezon City, Philippines
- Tiktok made me book it: The impact of Tiktok on tourism destination selection of generation Z and millennials in Manila
- ChatGPT integration significantly boosts personalized learning outcomes: A Philippine study
- Students’ exposure to social media and their radical involvement on the societal issues in the Philippines
- Senior high school students’ awareness and literacy on computer software applications
- Self-perception of ABM students towards their academic, social and emotional college preparedness
- Enhancing financial literacy among Pantawid Pamilyang Pilipino Program beneficiaries
- Life-saving skills in the community: An assessment of basic life support and first aid knowledge in a selected barangay in the Philippines