The primary purpose of this study was to compare
and contrast how men and women in similar senior
administrative positions in higher education
institutions perceived ideal characteristics for
success in their positions, how they felt about those
ideal characteristics compared to their own, and how
they saw and managed obstacles faced in their current
positions. In addition, in order to investigate
underrepresentation of women in senior administrative
positions, this study also explored how female senior
administrators felt about being women in their current
positions.
The instruments used in this study were a
self-administered questionnaire and semi structured
interviews. The questionnaire was designed to assess
the respondent's perception of the ideal
characteristics and to identify obstacles faced in
pursuing an administrative career. A semi-structured
interview was designed to obtain information related to
how respondents rate themselves on their perceived
characteristics of effective administrators and how the
respondents manage their perceived obstacles.
A total of 223 senior administrators responded to
the questionnaire. In addition, 8 male and 8 female
senior administrators were interviewed. Data were
analyzed by theme grouping and frequency counting.
In general, there were no differences in the sets
of characteristics for effective administrators derived
from male and female respondents. Nor were there
differences in sets of characteristics derived from
respondents based on their positions and age. The
characteristics clustered into three groups: those
related to self, related to system, and related to the
interaction between self and system. However, there
were differences in the priorities given to the
characteristics.
The interviewed respondents believed they possess
the necessary characteristics to carry out their
responsibilities effectively.
Obstacles faced in pursuing administrative
careers, in general, arose from self, system, and the
interaction between self and system. All obstacles
faced by female respondents were also faced by male
respondents except for one, negative perceptions toward
women in administrative positions. In addition, male
and female respondents differed in the priority
assigned to the obstacles.
The interviewed respondents managed their
obstacles according to the nature of the obstacles.
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For obstacles which were believed to be unchangeable,
respondents tried to just ignore them. For obstacles
perceived to be changeable, respondents did something,
either to themselves, to the work-system, or to others.
In exploring female respondents' feeling about
being women in their current positions, it was found
that even though the respondents were now comfortable
in their positions, they had previously had to face
years of battle. Being a woman and having a career was
difficult because of the difficulties of gaining
legitimacy in the system and the difficulties of
role-conflicts.
Based on the findings, it is recommended to
reconsider the characteristics used to evaluate
administrators for promotion, to increase extra-to-load
allowance for senior administrators, to differentiate
promotion regulations into three groups (academic,
administrative, and academic who are posted in
administrative positions), and to provide autonomy to
higher education institutions.