Abstract

This article reviews the literature that discusses the gender gap within leadership groups in higher education in Hong Kong. This article's findings pointed out a broken higher education leadership system in Hong Kong that lacks evidentiary data regarding women in leadership. The topic of academic women in leadership roles in higher education has been attracting attention from scholars and diversity and inclusion specialists. The discussion in this article uses the absent data in Hong Kong to bring to light the gender gap in the leadership group in higher education. It also discusses how transformational leadership can help address the gender gap in higher education in Hong Kong as well as in the rest of the world.

Keywords: Hong Kong, higher education, leadership, biases, transformational leadership theory, gender gap, women in leadership, diversity and inclusion, academic women in leadership in higher education, gender equity, females in higher education, females in leadership, leadership opportunities, leadership system in higher education

Introduction

Applying Leadership Theory in a Hong Kong Higher Education Case Study

This article has the objective to assess a case and apply a leadership theory to explain a leader's behavior. The case selected was part of the article written by Aiston and Yang (2017). Ainston and Yang (2017) used statistical data in higher education to try to understand the gender gap within the leadership group in higher education in Hong Kong. However, the picture the researchers came across was more complex than they expected. In this case, the Hong Kong academy was the institution selected to assess the gender gap within the leadership.

Ainston and Yang (2017) found that women were not progressing within the senior leadership group in the Hong Kong Academy. The higher education bodies in Hong Kong mentioned that women were not excelling in senior leadership because, there are no qualified women candidates who can take over leadership positions and excel in the organizational hierarchy. Surprisingly, Ainston and Yang (2017) found that data was not available to substantiate the argument of the government bodies responsible for public higher education in Hong Kong. Ainston and Yang (2017, p. 264) identified the universities the research intended to investigate. Amongst the group there were “The University of Hong Kong (HKU) which is the oldest university established in 1911, with the most recent being the Education University of Hong Kong (formerly The Hong Kong Institute of Education) in the 1990s. The profile of the eight institutions includes a small liberal arts college (Lingnan University) and the Hong Kong University of Science and Technology, with a strong focus on the science, technology, engineering and mathematics (STEM) subjects” (Ainston and Yang, 2017, p. 264).

The absence of data in China is alarming and could indicate a severe bias approach while selecting leadership in higher education (Ainston and Yang, 2017). Arguments towards the small number of females exploring STEM were also employed to explain the lack of data and women's representation at the leadership table in higher education in the country. The little data that was available showed a substantial gender disparity within the first and second tiers of leadership. In the first, second, and third leadership tiers, women had approximately 7.3%, 18.7%, and 19.9% of the representation. The research found that even in programs such as business and arts, women's representation was more significant in junior roles (Ainston and Yang, 2017).

In the case of Hong Kong’s academy, the absence of data prevents researchers to use statistics to assess the gender gap present in the leadership team in higher education. This lack of access to public records made the outcomes of the research more challenging and lacked transparency (Ainston and Yang, 2017). Leaders in China would benefit from using transformational leadership. Transformational leadership sees leadership as a process that reshapes people. Under transformational leadership theory, leaders are conspicuous, and their effectiveness lies in how they engage followers and develop rapport (Northouse, 2022).

Transformational leadership created several different avenues of study. Bennis and Nanus designed field research that considered transformational leadership definitions and concepts. Their fieldwork involved 90 leaders that were interviewed and whose answers were captured under a leadership model. According to Northouse (2022), Bennis and Nanus identified four strategies transformational leaders use to impact organizations with positive and effective change. These four strategies were gathered into a model that explains changes transformational leaders can execute in organizations and people’s lives. The four strategies identify transformational leaders as individuals with a clear vision, social architects, trustworthy individuals, and as the creative deployment of self through, meaning they are incredibly self-aware (Northouse, 2022).

Analysis of the Case Study

Challenges and Issues Faced by Leadership in Higher Education

Many leaders cannot "cut through the bias" (Miller, 2011). Leaders in China follow a leadership style and use a biased narrative to make decisions and manipulate outcomes. In the case, many institutions lack the support to assist women to become leaders in higher education. As a result, current leadership does not come across as trustworthy approach. If leadership supports were in place that is solely designed for women, it may likely be perceived as favoritism. It is up to transformational leaders to address the current gender gap within the leadership group (Northouse, 2011).

Furthermore, the case study outlined suggests how a limited government such as the Chinese government can manipulate the perception of the people in society to gain control over a country. In Hong Kong’s case, they disregarded the collection of data assessing gender equality in higher education (Ainston and Yang, 2017). Moreover, many females lack the motivation to explore the leadership stream in China. By not supporting women in the leadership stream, the government limits their contribution to higher education research which demonstrates a lack in diversity and inclusion. The lack of inspiration, and the presence of a partisan government, shows that inspiration and innovation have little room in China’s government (Gallos and Bolman, 2021).

Blank (2001) discusses 108 skills of natural-born leaders and suggests leadership is a gift. The rhetoric of leadership as a gift are used by organizations and government bodies to justify the absence of females in leadership. According to the studies Ainston and Yang presented, the Chinese government tried to use the reduced presence of women in STEM projects and or programs to justify the absence of females in leadership positions in higher education (Ainston and Yang, 2017). Additionally, Blank (2001) also states that natural born leaders can outperform those who had to develop their leadership skills, this demonstrates another argument that uses tendentious narratives to justify discrimination within the leadership landscape.

Lastly, not exploring the data collection and ignoring gender discrimination in higher education can impact the positive outcomes that higher education could be missing (Gallos and Bolman, 2021). Higher education is responsible for providing a service of excellence to internal and external clients. Such service of excellence is pivotal to the development of a country’s socioeconomic status. Government bodies are responsible for setting parameters and legislation that will support such services. Within a high quality of service in higher education, lies diversity and inclusion (Lawrence, 2006). The lack of women's representation in higher education leadership indicates stagnation in research development.

Proposed Solution

How Transformational Leaders Can Move Beyond Biases

In a higher education arena, transformational leaders are essential. Gallos and Bolman (2021) discuss the importance of fostering leadership in higher education that is skillful, intelligent, experienced, and with a vision. The higher education landscape paints a reality that demands leaders to be trustworthy, influential, creative, and with a vision, which means leaders who will look at the inclusion of females in the leadership arena as a priority. In other words, academia has leadership written on the walls and spells transformational leadership through diversity and inclusion (Lawrence, 2006).

China is segregating leadership by preventing women from becoming part of the leadership team in higher education. A biased leadership will not support change. In Hong Kong’s Academy case, the entire institution needs a culture change. Buller (2014), suggests that by changing the culture, the institution would equally foster diversity and inclusion in the leadership team. One option to address the gender gap and support such change could be allowing leadership to reframe the vision of higher education (Gallos and Bolman, 2021). Organizations need to create programs that will increase females' presence in higher education leadership (Buller, 2014).

Hiding data is not acceptable (Ainston and Yang, 2017). In a transformational leadership practice, the Chinese government will require a substantial culture change, allowing leaders to inspire, influence, support diversity, and embrace inclusion specially of females in higher education (Northouse, 2022). The absence of data can similarly indicate discrimination. The Chinese government needs to encourage data collection and accuracy when assessing diversity and inclusion in the leadership team in higher education. Awareness will be the first step to change (Lawrence, 2006). Transformational leadership in higher education can inspire internal and external clients to cultivate the presence of females in leadership.

Potential Challenges

Can a Transformational Leader go Beyond Biases in Higher Education and Become a Potential Solution?

Bolman and Deal (2017) share Steve Jobs' experience, who failed before he became successful. Steve Jobs shared a vision with the world of where they wanted to be. Though he failed before finally getting to where he wanted to be, he did not give up. In academia, research abounds. However, academia equally struggles with pragmatism. Buller (2014) discusses the importance of the shift in leadership as an essential parameter for leaders to achieve the vision they establish for their institution. Achieving such a vision will require creativity, clarity regarding goals and timelines, engagement from clients and stakeholders, excellent assimilation of developmental areas, being one of them breaking biases, and allowing diversity (Northouse, 2022).

Smith (2020) states that educational leaders should allow themselves to be more risk-takers and try different approaches. Such statement speaks for the importance of transformational leadership in higher education. Changing management to change leadership is the solution (Buller, 2014). Going from the status quo to strategic thinking is undoubtedly a way that can break biases and help higher education institutions achieve their goals. Smith and Humberstone (2018) also points out that market solution programs can help institutions and leaders achieve their goals.

Conclusion

Buller (2014) proposes having governments and leaders shift from a road map to an evident change in the leadership approach. In China's case, the difference is substantially more complex. It requires changes in the government's way of leading the country to support equal opportunities in higher education by making it a priority. A change in policy and governance is equally imperative, and it may drive the shift in the higher education leadership arena. Such a shift in culture and approach will require charismatic leaders to emerge and address the gender gap in leadership in higher education (Northouse, 2022). The case study of Hong Kong investigated in this article, demonstrates that higher education needs leaders that will engage and inspire government bodies, service providers, students, instructors, and the community to positively change the current higher education framework. This may create a new environment that will help women in higher education explore leadership roles as they will feel supported. Transformational leaders could be the leaders that will trigger the change in the leadership framework in Hong Kong and the rest of the world.

References