Career development trajectories of women academics in the South African Higheer Education context: a constructivist grounded theory study and substantive theory

Abstract

Statistics on the gender profile of academics in South African Higher Education Institutions (HEIs) reveal women academics are still concerted at the junior levels of the hierarchy with a small number of women at professorship. By the time of this report, in South Africa there were 4034 associate professors and professors. Of this 4034, 2174 (54%) were full professors. Of this 2174, only 534 (25%) were female professors. The fundamental aim of this research was to tell the story behind these statistics by exploring, describing and giving explanation to the subjective experiences of women academics. The objectives of the research were broken down into: (1) to examine studies that explain discourses for women in academia, identify success and inhibiting factors to career development of women academics, identify gaps in knowledge and explain how this research seeks to address the gaps identified, (2) to investigate models and theories of career development, particularly in so far as they affect women, (3) to explore, describe and explain the career development trajectories of senior women academics in HEIs in SA, and (4) to develop a substantive career development theory that explains career trajectories of women in academia. Utilizing data from 13 in-depth interviews with women professors and associate professors in a diversity of higher educational institutions in South Africa and different fields of study, this research situates the senior women academics’ experiences within the social constructivist context. I posed the question: “Tell me how your career journey as an academic started, up to the level where you are now”. The questioning revolved around family background; social context; educational history; career development trajectory; professional experiences; and work-family integration. All interviews were audiotaped and then transcribed. The analysis and interpretation of data was informed by the theoretical underpinnings of the study, which is located within feminism and social constructivism. The mean age of the participants was 53 years; years in service, 10 years and more. The findings revealed four themes associated with the career success of women academics: enabling and constraining factors; intrapsychic factors, behavioural patterns and differentiated career development trajectories. All these factors are inextricably linked and mutually affect the career success of women academics. The study ended up with a career development theory that came up with five phases and explained preoccupations at each phase. The phases are career exploration, career establishment, career maintenance, work life adjustment and disengagement. These phases are neither age related, nor cyclical at all times, but they are related to the stage in career development, and the needs of women academics