Sarah Barnard – författare

This book outlines in-depth the findings of a five-year longitudinal mixed methods study with academic and professional services women working in higher education in the UK and the Republic of Ireland. Key themes in the book include women’s engagement in leadership, careers in higher education, work and stress, women-only leadership programmes, intersectional perspectives that shine a light on differential experiences of women and the gendered culture of higher education. The book outlines several significant implications for women working in higher education, for those managing higher education institutions (HEIs), and for those involved in higher education policy development.

This book outlines in-depth the findings of a five-year longitudinal mixed methods study with academic and professional services women working in higher education in the UK and the Republic of Ireland. Key themes in the book include women’s engagement in leadership, careers in higher education, work and stress, women-only leadership programmes, intersectional perspectives that shine a light on differential experiences of women and the gendered culture of higher education. The book outlines several significant implications for women working in higher education, for those managing higher education institutions (HEIs), and for those involved in higher education policy development.

This edited book explores the role of higher education management during crises and analyses the responses and gendered consequences for women in particular. Contributions adopt multidimensional, multilevel and intersectional approaches to gender inequalities to better understand power relations as expressed through institutional and cultural change processes. The chapters explore the ways in which crises play out and the extent to which they undermine, ratify or reconfigure gender relations in higher education. Contributing authors from different geographical locations also reflect on how higher education management conceives of gender when responding to crisis, as well as the consequences of a binary approach and related essentialism. The book will be of interest to students and researchers in the fields of higher education, gender studies and organisation and management studies, and higher education leadership and policy makers.