gender disparity in the management of kenyan universities

Africa International Journal of Management Education and

Governance (AIJMEG) ISSN: 2518-0827 (Online Publication) Vol.

4 (3) 11-21, September, 2019 www.oircjournals.org

Onyambu (2019) www.oircjournals.org

Gender Disparity in the Management of Kenyan Universities; Experiences and Lessons from Selected Universities in

Uasin Gishu County, Kenya

Mallion K. Onyambu

Department of History, Kisii University

P.O Box, 408-40200

Email: [email protected]

Type of the Paper: Research Paper.

Type of Review: Peer Reviewed.

Indexed in: worldwide web.

Google Scholar Citation: AIJMEG

Africa International Journal of Management Education and Governance (AIJMEG) A Refereed International Journal of OIRC JOURNALS.

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How to Cite this Paper:

Onyambu, M. K. (2019). Gender Disparity in the Management of Kenyan Universities: Experiences and Lessons from Selected Universities in Uasin Gishu County, Kenya. Africa International Journal of Management Education and Governance

(AIJMEG), 4 (3), 1-11.

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mailto:[email protected]

https://scholar.google.com/citations?hl=en&user=bphF0BQAAAAJ




13 | P a g e


Gender Disparity in the Management of Kenyan Universities: Experiences and Lessons from Selected

Universities in Uasin Gishu County, Kenya

Mallion K. Onyambu

Department of History, Kisii University

Abstract Despite significant global trend towards more

women occupying high level management

positions in institutions of higher learning

including universities, women are still under-

represented. This is experienced even when

governments have put in place policies and

legislative frameworks to mainstream women into

high levels of leadership and management.

However, there has been limited knowledge on

why this exist. This study, sought to examine

gender disparity in the management of Kenyan

universities with a focus on three selected

universities in Kenya. The study utilized a cross–

sectional survey design based on a sample drawn

from the three universities. Data was obtained

from primary and secondary sources. A questionnaire was administered to senior academic and non-academic staff

in Moi University; University of Eldoret; and Baraton University. Out of the 200 copies of the questionnaire

administered, 190 copies (95%) were returned. Interviews were also conducted to generate in-depth data on forms

of top management positions held by women compared to men. Quantitative data was analyzed using SPSS

computer software program and presented descriptively. The results show that there is low representation of women

(29%) compared to men (71%) in top management positions in the selected universities. This was attributed to

inadequate number of qualified women (42.6%), and existing patriarchy tendencies (14.9%). The study concluded

that there exist gross gender disparity in universities management position. The big margin in the proportion of men

to women representation in the management of university calls for urgent attention to address the menace. The study

recommended that there is need for the government to incorporate both genders in formulating policies that

specifically address critical issues of equal participation of both men and women in the decision making processes,

particularly in Kenyan universities.

1.0 Introduction

Globally, although many countries have made great

strides towards gender parity across education,

health, economic and political systems, there remains

much to be done (WEF, 2018). According to

Wanjama (2002) no country, worldwide, has yet to

reach equality between women and men in critical

areas such as economic participation, education,

health, and political empowerment. Despite increased

publicity and discussions surrounding the inequalities

women face in the workplace, there remains a

tremendous amount of work to be done to close the

gender gap especially in University management.

Ruijs (1993) notes that women are under-represented

in higher education management due to their low

level of participation and lack of experience in key

university committees and decision-making

processes. Despite gender policies being formulated

and implemented in all sectors of development, the

gender balance has not been realized in most

ARTICLE INFO

Received 24th August, 2019

Received in Revised Form 24th September,

2019

Accepted 25th September, 2019

Published online 25th September, 2019 Keywords: Gender; Disparity; Academics; Management Boards;

Women; Under-Representation






14 | P a g e


organizational structures, systems and set ups (Aseey

& Raburu, 2019).

In Australia, gender inequity at senior ranks in public

sector universities has long been recognized as a

persistent major concern. Universities have attempted

to address the gender disparity concerns through

policies for staffing and retention of senior women,

but to no avail (Kloot, 2004).

In Ireland for instance, women remain highly under-

represented in the senior levels of Irish universities

despite policies aimed at promoting greater gender

equality, new figures show. Evidence shows that

women are also far more likely to earn less, with men

accounting for the vast majority of positions in higher

education. While half of all lecturers in universities

are female, these numbers fall dramatically at higher

grades such as 32% of associate professor and 23%

of professors (Higher Education Authority, 2018).

In Africa, women tend to occupy lower status in

social, economic and political development levels

relative to men. This scenario is particularly reflected

in the governance and management of universities

and other institutions of high learning where higher

level positions in the administrative and governance

structure are majorly occupied by men.

Notwithstanding the aforementioned, the fight

against gender inequality has become the metro in

present-day Western society and is rapidly spreading

to other parts of the world. Thus, at least in theory, in

most countries in the West, women are supposed to

have the same rights as men, and; are also perceived

as having the same chances in occupying higher

positions in society. It can be articulated that in most

Western countries, inequality between the sexes is

gradually disappearing particularly in institutions of

higher learning. Furthermore, over the past few

decades, the attendance and status of women in paid

employment has improved considerably. However, as

much as more women are joining paid employment,

it has been noted that, conversely, the sequence of

professional women joining top management

positions has been dawdling (Ogbogu & Bisiriyu,

2012).

In this regard, the widespread prejudice of women

participation in top management decision-making

processes has been documented by various

researchers (Boakye, 2011; Kiamba, 2006; Maürtin-

Cairncross, 2014). These studies have shown that,

internationally, there are fewer women occupying top

management positions in various sectors and/or

organizations including universities and other

institution of higher learning. For instance, data from

Commonwealth Universities shows that women

comprises paltry 24% of full time academic staff in

the Universities (Olaogun, Adebayo & Oluyemo,

2015). The researchers mainly attribute this gender

equity gap to the fact that, the academic profession at

the beginning of modern times was a majorly a male

affair.

As much as the under-representation of women in top

university management positions remains a challenge

across the globe, the situation in many Kenyan

universities appears to be particularly challenging,

with patriarchal tendencies having serious

manifestations in institutions of higher learning

(Hughes and Kilemi, 1989). Boakye (2011) posited

that in African universities, women constitute only

29% of academic staff, compared to a global figure

of 41%. FAWE (2009) observes that smallest

percentages were found in countries, such as Kenya

14.6%, Ghana 9.5%, Nigeria 13.6%, Tanzania

11.0%, Zambia 10.9% and Zimbabwe 9.8%.

In the past, top management and leadership positions

in African countries, have always carried the notion

of masculinity and the overall belief that men make

better managers and leaders than women (Kiamba,

2006). It is thus not surprising that the traditional

societal conventions regarding gender and

institutional management have always excluded

women from occupying managerial positions

(Maurtin-Cairncross, 2014). Even in the

contemporary times, culturally, in most African

societies, it is believed that men should always lead

and women must oblige (Kiamba, 2006). Thus,

gender equity gaps in university management, in

particular and other sectors in general, are also linked

to pre-colonial patriarchal arrangements whereby

occupational skills, within the family and society in

general, are transmitted mostly to boys, while skills

relating to reproductive functions are transmitted to

girls (Panigrahi, 2013).

In view of the above, people are still reluctant to

accept the idea of women occupying top management

positions, despite the fact that there are many

qualified women for such positions. In this regard, a

wide range of customs, traditions and cultural

stereotypes are used to justify exclusion of women

from negotiation table involved in the apportioning of

managerial positions (FAWE, 2009). Thus, female

participation in policy-making organs in the Kenyan

university systems is very limited.






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According to FAWE, (2009) women in Kenyan

universities hold less than 30% of academic posts,

and are mainly represented in the lower and middle

level academic and administrative positions. It should

also be noted that women participation relative to

men decreases as one gets to higher levels of

governance. To give a specific examples of the

Kenyan situation, data from Moi University showed

male/female ratio of 75% to 25%

(https://www.mu.ac.ke/index.php/en/). At the

University of Eldoret, it was 73% to 27%; at Baraton

University, 83% to 17%.

Consequently, the poor representation of female

senior administrative and academic staff at high level

professorial positions usually leads to poor

representation of women in the university

management cadre. This critical assertion can be

supported by the observation that since the

establishment of the first Public University in Kenya,

only 4 women have so far occupied the position of

university vice-chancellor. However, it is important

to note that the issues relating to discrimination of

women from major decision making processes have

been central points of discussion in many national,

regional and international forums (FAWE, 2009).

These issues have, particularly, received much

attention by the United Nations and its specialized

agencies. The principle of equality of men and

women’ was recognized in the 1945 the United

Nations Charter, and in the 1948 Universal

Declaration of Human Rights.

Furthermore, the Convention on the Elimination of

All Forms of Discrimination against Women, the

Millennium Development Goals and the African

Union Protocol on the Rights of Women in Africa

were all devised to help eliminate gender inequality

in human society. However, many global floras, such

as the Cairo Conference on Population and

Development (1994), the Fourth World Conference

on Women (1995) and World Summit for Social

Development (1995), have observed that despite the

progress made globally in improving the status of

women, gender disparities still exist, especially in

regard to participation in executive positions in most

African countries.

Many researchers have argued repeatedly that

addressing gender gap in education is a critical step

towards reducing unequal educational outcomes and

the lower status of women around the world

(Wanjama, 2002). In particular, improved access to

education for females has been linked to increased

socio- economic development globally, especially in

developing regions (UNESCO, 1999). Inversely, a lot

of evidence show that persistent gender inequality

hinders growth and development in education in

Third World countries (Klasen, 2002).

As much as there are exceptions, such as the

appointment of the first female Vice-Chancellor in

Kenya that is Vice-Chancellor of Kenyatta University

in 2009, women still remain in lowly positions where

they are unable to make or influence decisions, thus;

curtailing their ability to contribute to the

transformation of universities into gender-responsive

institutions. Thus, despite having a female Vice-

Chancellor, Kenyatta University’s management was

dominated by males with only 2 females out of 11

members occupying top managerial positions.

Within this broad context of gender issues on

University governance, this study sought to

investigate factors responsible for gender disparity

and women’s under-representation in management in

Kenyan universities using the case study of

University of Eldoret, Moi University and Baraton

University. Three critical questions were articulated:

What is the rate of male and female representation in

management of the three universities? What are the

factors accounting for women’s low participation in

the management of the three universities? How can

gender imbalance in management of the Kenyan

universities be eliminated?

1.1 Specific Kenyan Context

As the case is in most parts of the world, the Kenyan

society is still predominantly patriarchal. Even

though, the level of these patriarchal tendencies may

differ, in relative terms, from one Kenyan community

to another, all modern public and private institutions

in Kenya are still infused with patriarchal culture.

This has been the result of both the initial indigenous

developmental systems and the attendant post-

colonial experience which currently pervades the

whole of the Kenyan society. Moreover, various

forms of gender discrimination are, sometimes, being

presented as part of the culture of gender differential

that should be preserved for the good of society.

More specifically, it can be stated that gender

inequality is a result of existing long-term unjust

economic, political and social relations.

In Kenya, the disparity in the ratio of male to female

academics remains very high. For instance, in 2009,

despite having a female Vice-Chancellor, Kenyatta

University’s management was dominated by males

with only 2 females out of 11 members occupying



https://www.mu.ac.ke/index.php/en/




16 | P a g e


managerial level positions. Also, a study at the Moi

University in Uasin Gishu County also revealed a

ratio of eight male academics to one female academic

staff. (https://www.mu.ac.ke/index.php/en/). It should

therefore be stated that the strongly patriarchal

environment in which women professionals operate

serves as a critical drawback toward achieving their

professional and academic endeavors, and minimizes

the enjoyment of a healthy career progression in their

area of specialization (Kiamba, 2006).

Thus, although Kenya is a signatory to many

international conventions on the establishment of

legal framework for the equality of men and women,

research literature suggests that the level of women

participation in university top positions is still

dismally low, as most of the top management

positions are predominantly occupied by men

(FAWE, 2009). However, it is critical to mention that

while there is a general impression that women

participation in top management positions is low,

little research has been conducted, specifically, to

address this phenomenon. In this regard, the goal of

this study is to investigate factors responsible for

gender disparity and/or women’s under-

representation in management position in Kenyan

Universities using the case study of three selected

universities in Kenya that is Moi, Baraton and the

University of Eldoret). The overall objective of the

study was to investigate the gender disparity in the

management of Kenyan Universities. In order to

achieve the above goal, the researcher compared male

and female representation in management of the three

universities in Kenya; and sought to understand the

factors responsible for gender disparity and women

under-representation in top management in the

Kenyan universities.

2.0 Research Methodology

The study utilized a cross–sectional survey design

based on a sample drawn from the three universities.

The study was conducted in Uasin Gishu County

which is one of the 47 geo-political and

administrative areas in Kenya. Currently, the county

has two public universities and one private

uuniversity and several universities campuses of

other Kenyan universities.

The County was randomly selected for the study.

Further, three universities in the county were

randomly selected using stratified random sampling

procedure. From each stratum, Moi University,

University of Eldoret (both public universities), and

Baraton University (a private university) were

selected. In particular, the three universities were

chosen due to the fact that they are among the

relatively well-established universities in Kenya in

terms of administrative systems and student

enrolment. The study population comprised of male

and female employees in the ranks of senior lecturer

and above, and senior non-academic staff occupying

management positions in the selected universities.

In total, the study population comprised of 200

university academic and administrative staff. Both

primary and secondary data was used to realize the

study objectives. Primary data was sourced through

questionnaire administration and interviews, while

secondary data was obtained from relevant books,

journals and internet sources.

The questionnaire comprised of close and open-

ended questions that were administered to senior

academic and non academic staff, who are currently

and/or had previously occupied senior management

positions in the universities.

Using SPSS computer software programme, the data

was analysed using simple percentages and frequency

counts, and; presented in the form of tables. Content

validity was determined by using multiple sources of

information, chain of evidence and key informants

review.

3.0 Findings and Discussion

3.1 Demographic Characteristics of respondents

The researcher sought to analyze data in relation to

gender, age, religion, and academic qualification. The

responses were analyzed using descriptive statistics,

mainly, frequency counts. The results are presented

in table 1.1 below.

Table 1.1: Demographic characteristics of respondents Characteristics Moi University

Freq %

University of Eldoret Freq %

Baraton University Freq %

MOI ELDORET BARATON

Male

Female

50 55% 47 85% 30 60%

40 45% 8 15% 20 40%

- - - -

90 100% 55% 100% 50 100%



https://www.mu.ac.ke/index.php/en/




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Total

Christianity Islam

Others

Total

86 95 49 97 50 100 4 5 1 3 - -

- - - - - -

90 100 50 100 50 100

Qualification by Gender Male Female Male Female Male Female College Diploma - - 3.4% - - 5.0%

First degree 4.3% 6.4% 3.4% 12.1% 22.5% 12.5%

Masters 6.4% 2.1% 13.8% 5.2% 2.5% -

M Phil 10.6% 2.1% 24.1 5.2% 7.5% - PhD 57.4% 10.6% 25.9% 6.9% 37.5% 12.5%

Total 78.7% 21.2% 70.7% 29.3% 70.0% 30.0%

The demographic data indicate that out of 90

respondents in Moi University, 55% are male while

45% are female. Out of the 55 respondents in

University of Eldoret, 85% were males while 15%

were females, and; out of the 50 respondents in

Baraton University, 60% were males, while 40%

were females.

In terms of religion, Baraton University has got the

highest percentage of Christians which stands at

100%, whereas; University of Eldoret as 97% and

Moi University has 95%. There were no Muslim

respondent Baraton University. Whereas, the

University of Eldoret has 33% and Moi University

has 5% staff members who subscribe to the Islam

religion, respectively. Interestingly, there are no

single member of staff who subscribe to other forms

of religions, such as traditional religion and

Hinduism. However it should be noted that these

other religions, although are minority, have

representation in certain parts of Kenya.

On education levels, the male constituted the highest

proportion of those with MPhil or Masters, and PhD

degrees. As such, 78.7% of the male in Moi

University has first degree and above, while only

21.2% of the female respondents has such degree

qualification. Similar results were obtained in the

University of Eldoret, where majority of respondents

with Masters and PhD are male (70.7%) compared to

29.3% of female respondents have similar

qualification.

In Baraton University, male respondents (70.0%) had

first degree and above, while only 30.0% of the

females had first degree and above. The result of the

study further show that only a small proportion of

total female population in the selected universities

hold higher degrees (Masters and PhD), 10.6% in

Moi University, 6.9% in the University of Eldoret

and 12.5% in Baraton University.

3.2 Respondents by Institution and Gender

The study sought to understand respondents’

institutional governance position by gender. The

responses were analyzed using descriptive statistics

presented in tabular form as shown below.

Table 1.2: Frequency distribution of respondents by institution and gender

Type of institution Sample size Academic staff

Male Female

Non Academic staff

Male Female

Moi University 90 (47%) 17% 10% 9%) 11%

University of Eldoret 60 (32%) 12% 9% 5%) 2%

Baraton University 40 (21%) 8% 5% 3%) 5%

Total 190 (100%) 37% 24% 17%) 18%

Analysis in Table 1 above revealed that in Moi

University, there were 17% male academic staff, 10%

female academic staff, also; 9% male non- academic

staff and 11% female non academic staff. This was

followed by University of Eldoret with 32%, broken

down to 12%, 9%, 5% and 2% of male and female

academic staff and male and female non-academic

staff, respectively. Lastly, 21% of the interviewees

were from Baraton University. Out of these, 8% were

male academic staff, 5% were female academic staff;

whereas, 3% were male non-academic staff and 5%

were female non-academic staff. Thus, it is shown

that, Moi University being one of the largest

institutions of higher learning in Kenya has,

cumulatively, the largest number of academic and

non-academic staff who were interviewed, compared

to the other Universities.






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3.4 Composition of middle level managers in the

selected universities by gender

The composition of middle level managers in the

three selected universities in Uasin Gishu County was

also sought by gender. The Responses were analyzed

using descriptive statistics (frequency counts), and

the results are presented in tables 3 below.

Table 1.3: Gender composition of middle level managers in the selected universities by gender

Moi University University of Eldoret

Baraton University

%

Midle-level

managers

M % F % M % F % M % F %

4 66.7 2 33.3 4 80 1 20 4 80 2 20 100.0

The table above shows that the percentage of female

middle level managers in the selected universities is

extremely low. In this regard, women occupy back

bench positions amongst middle level managers, and;

perform such mundane functions, such as preparing

executive reports and preparing clerical documents

for middle and senior level management. Thus, a

majority of the middle level managers in University

of Eldoret 80% are male, in Moi University 66.7% of

middle level managers are male, and while in Baraton

University 80% are male.

3.5 Respondents Holding Top Management

Positions per Gender

In-depth interviews were conducted concerning

respondents holding top management positions in the

three universities as regards to gender. The finding of

the study shows that the proportion of female

respondents who either in the past or in the present

had/has managed to hold senior management

positions is extremely low. Specifically, the study

findings indicate that in the University of Eldoret,

overwhelming 95% of the male had previous held top

managerial position compared to a paltry 5% of

female. The situation is similar in Baraton University

where 78% of the male stated that they had

previously occupied top managerial position

compared to 22% females. Whereas, 58% of males in

Moi University compared to 42% females indicated

that they had previously occupied top management

positions.

Furthermore, overwhelmingly 96% of males in the

University of Eldoret compared to a paltry 4% of the

females indicated that they had previously held top

management position. Whereas 66% of the male in

the University of Eldoret, compared to 34% female,

and; 70% of the male in Baraton University,

compared to 30% female indicated that they had

previously held top management positions in the

universities.

3.6 Composition of Top-most Management in

Universities by Gender

Specifically, the study findings show that the

positions of Vice-Chancellor and Deputy Vice-

Chancellor were all occupied by men, except in the

University of Eldoret where a woman held the

position of Vice-Chancellor. Concerning academic

administrative staff, majority of the Deans of

Faculties/Schools and Directors of institutes in the

University of Eldoret and Baraton University are all

male, while in Moi University, out of 17 Deans, 14

are male whereas, only 3 were female.

Further, the number of female Heads of Departments

(HoD) in Moi University are only 30%, while the

University of Eldoret has a paltry 10% female,

whereas; in Baraton University 20% of the female

occupy HoD Position. However, as already indicated,

unlike in senior positions, the number of female staff

occupying low level positions such as office

massagers and clerks is relatively high in the three

universities.

3.8 Factors Responsible for Under-representation

of Women in top Management Position

The researcher sought to examine factors responsible

for the under representation of women in managerial

positions in selected universities. It was critical to

seek this information from the respondents to help

ascertain existing major challenges that contribute to

minimal representation of women in the Kenyan

University governance and management systems. The

results are shown in table 4 below.

Table 4: Factors Responsible for Low Representation of Women in Senior Management

Factors Moi University University of

Eldoret

Baraton

University

Total %

Freq % Freq % Freq %






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Poor mentorship - - 2 5 - - 2 (2.1%)

Women are too emotional - - 2 5 - - 2 (2.1%)

Laziness and lack of ambition - - 2 5 - -- 2 (2.1%)

Domestic/family demands 9 30 1 2 - - 10 (11%)

Cultural beliefs 2 5 4 10 3 15 9 (9.4%)

Lack encouragement and support - - 7 15 1 5 8 (8.4%)

Male dominance 3 10 6 13 6 30 15(16.6%)

Lack basic educational qualification 13 45 15 35 11 50 39 (41%)

Lack of leadership skills 3 10 4 10 - - 7 (7.3%)

Total 30 100 44 100 21 100 95 (100.0)

In this regard, analysis in table 4 above 41% of the

total respondents that is 45% in Moi University; 35%

in University of Eldoret and 50% in Baraton

University) revealed lack of requisite educational

qualifications as a major factor preventing women

from occupying university management positions.

While 10% of the total respondents (13% in Moi

University, 30% in the University of Eldoret, and

30% in Baraton University) attributed this situation to

male dominance and/or the existing patriarch nature

of society. Other factors identified by the respondents

include socio-cultural/religious beliefs that perceive

senior management positions as the prerogative of

men, 9.4% of the total responded; lack of

encouragement from husbands in particular and

society in general, 8.4% of the total responds; lack of

women leadership skills, 7.3% of the total

respondents; laziness/lack of ambition on the part of

women, 2.1% of the total respondents; women being

too emotional to handle senior management

positions, 2.1% of the total respondents, and; poor

mentorship, 2.1% of the total respondents from the

three universities of the case study.

4.0 Discussion

The findings of this study shows that women

representation in the management of Kenyan

Universities is quite minimal. This proposition

clearly indicates that despite the promulgation of the

National Gender Policy and several other

interventions by the Kenyan government, such as the

2012 Universities’ Act, such measures have not

yielded the desired results as Kenyan universities

have continued to be male-dominated. Consequently,

the study identified several factors hindering women

participation in University management in Kenyan

universities.

Prominent among them is lack of the requisite

educational qualifications, In other words, the higher

proportion of men in higher management is majorly a

result of men having higher academic and/or

professional qualifications. Specifically, the study

shows that men constitute majority of MPhil or

Masters and PhD degree holders. For someone

aspiring for top leadership position in the Kenyan

university system, a PhD degree is compulsory

requirement. However, only a small proportion of

women compared to men have attained this

qualification.

It is therefore, not surprising that female participation

in top management in the universities is limited due

to the small number of qualified women. Little

wonder that there is a wide gender gap in University

Senate (the highest decision-making body which

brings together senior academic and administrative

staff of the University). This critical finding supports

Mutunga (2015) assertion that women’s low

participation in decision-making is as a result of low

academic and professional qualifications, thus;

confining them to lower level academic and

administrative positions.

Another major finding identified in the study as

contribution to very low participation of women in

University governance is religion. The majority of

the respondents in the study are either Christians or

Muslims. Particularly, it is a well known fact that the

Bible and Koran recognize men as the heads of all

societal arrangements and women as subordinates

who are supposed to be submissive to their men at all

time. In other words, these monolithic religions tend

to relegate women to lower status in most of the

sectors of society, including the governance and

management of the church and/or the mosque. In this

regard, religion has a strong negative impact on

women’s participation in university management.

Another important factor hindering women

participation is the patriarchal nature of the university

systems. Patriarchy evokes the principle of male

domination, not necessarily by coercion, but through






20 | P a g e


institutional arrangements and self-regulation. A

patriarchal society such a Kenya reinforces the

societal norm that views men as leaders and women

as subservient followers. This study, demonstrates

that Kenyan universities in particular and society in

general are highly patriarchal and men are dominant

in virtually all senior management positions.

Perhaps to ascertain the extent gender equity gap in

management of Kenyan universities can be attributed

to pre-colonial patriarchal traditions, whereby the

notion of leadership often carried the idea of

masculinity and the belief that men make better

leaders and managers than women. Thus, the

traditional practices that have persisted to the present,

in which men are recognized as the head of the

household with total control over decision making

processes in the home are also transmitted to

university environment.

Moreover, the continuous involvement of women in

domestic chores and child caring activities as

identified by some of the respondents is also a

contributory factor to women’s under-representation

in university governance and management. This is

collaborated by studies that show that childcare and

domestic work are major factors inhibiting women

from career progression in research and scholarly

work as evidenced by the quality of publications,

contribution to educational innovations, being present

at meetings and participation in national and

international conferences (Kiamba, 2008).

Furthermore, lack of encouragement by husbands

also contributes, in no small measure, to the low

representation of women in top management

positions. Perhaps, the most unfortunate scenario is

when women are required to obtain permission from

their husbands before embarking on any career

development initiative. Worse yet, in many cases,

these requests are turned down without any recourse.

It is generally taken that women lack leadership

skills, are too emotional to handle higher

management jobs, and are poorly mentored for senior

management positions.

5.0 Conclusion

The study established the existence of gross gender

disparity in management position, in the universities.

This big margin in the proportion of men to women

representation in the management of university calls

for urgent attention to address the menace. Ideally,

qualified women should be given equal opportunity

and representation compared to the male

counterparts. Women should, at all cost, be allowed

to participate in management of universities since

they have capacities that can assist in the

transformation of university education.

6.0 Recommendations

Based on the findings of this study, the following

recommendations can be made:

i. Policy makers should come up with a broader

curriculum that includes gender issues for

purpose of sensitizing people, starting from

earlier stages of learning, on social and cultural

barriers that cause gender imbalances in

society. This will, particularly, enable women

change their negative self perceptions and view

themselves as managers similar to their male

counter-parts.

ii. There is need to provide ample opportunity for

female middle level staff to train, particularly,

in fields where women are traditionally

underrepresented in the Kenyan society.

iii. There is need for the government to involve

both genders in formulating policies that

specifically address critical issues of equal

participation of qualified men and women in

the decision making processes, particularly, in

Kenyan universities.

iv. There is need for social and cultural re-

orientation of both female and male staff in

Kenyan universities in order to eliminate the

prevailing belief that top management positions

are the privileged domain of men.

v. Kenyan universities should put in place

structures that will enable female academic and

non academic staff to develop themselves

alongside their male counterparts.

vi. There is need for the establishment of

appropriate sensitization and awareness

creation programs and motivational platforms

that are particularly designed for top university

management dealing with emotive gender

issues.

vii. There is need to set up Career Development

Grants in all Kenyan Universities for female

middle level staffs who qualify for post

graduate studies.

viii. There is need for Kenyan universities to

establishment affirmative action and create

laws that would lay down the minimum

percentage of women in top management as

prescribed by the Beijing Platform for Action.

ix. There is need for appropriate

mentorship for female academic and non






21 | P a g e


academic staff of Kenyan universities. Thus,

female academic and non-academic staff

should be encouraged to undertake various

forms of career development.

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