Gender-based leadership in quality assurance development: A phenomenological study

Abstract In the context of higher education leadership, the issue of gender inequality is an intriguing topic of study. The current gender inequality in leadership positions, particularly in higher education institutions, is an issue of concern. This study explores the experiences and perspectives of male and female leaders on gender-based leadership, focusing mainly on its impact on quality assurance development in NUUs. The methodology employed for this study was exploratory qualitative research, which involved conducting in-depth interviews with 11 university leaders and lecturers. The study’s results reveal three distinct perceptions among the participants regarding gender and leadership: a perspective that accepts both genders as leaders, a preference towards male leadership, and a preference towards female leadership. Furthermore, the study identifies three primary characteristics of female leadership: participatory nature, patience combined with meticulousness and conscientiousness, and energy with a strong emphasis on deadlines. Nevertheless, this study has limitations in focusing on the leadership styles of male and female university leaders. Future studies can explore the leadership styles in other sectors and the impact of other demographic factors such as race, ethnicity, and culture.

This study shines a light on the role of gender in leadership within higher education institutions, focusing on the development of quality assurance processes.It uncovers different perspectives on gender-based leadership, highlighting some participants' neutrality, while others exhibit preferences towards either male or female leadership.Notably, the study identifies distinct traits of female leadership such as participatory approaches, meticulousness, and a strong commitment to meeting deadlines.The study hopes to stimulate conversations about gender equality in leadership roles, but acknowledges its focus is limited to university leadership.Future research could widen this perspective, examining leadership styles in different sectors or considering the impact of other demographic factors like race and culture.

Introduction
The literature regarding the role of women in leadership positions within the realm of quality assurance in universities is scarce.Despite increasing recognition of the importance of diversity and equality, female leaders in higher education still face challenges in gaining support from their colleagues (Connell, 2005).This is mainly due to persistent patriarchal attitudes (Handayani, & Sugiyarti, 2008) and a cultural belief in male dominance (Eriyanti, 2017).Studies have revealed that male leaders often hold negative views of their female counterparts, viewing them as less capable in management (Connell, 2005;Maranto et al., 2018;Wahl, 2010).This attitude is perpetuated by misogyny and a rejection of gender equality.
In some non-governmental organizations in Sub-Saharan Africa, male leaders and staff resist gender equality programs and engage in practices that reinforce traditional gender roles.These practices often manifest as the forced gender-based division of labor, the consensus among male staff that gender issues are unimportant, and preferences for male leaders to terminate female co-workers exacerbating gender inequality (Tiessen, 2007).
Studies have shown that women's leadership has the potential to bring about positive changes in organizations.One study found that women leaders have higher organizational effectiveness (Halilah, 2015), while another study showed that female leaders have a higher average score in self-rated leadership effectiveness than male leaders (Ayoub, 2019).These results suggest that gender plays a role in leadership style, with female leaders scoring higher in relationship-oriented leadership and being more effective with a participatory style (Watson & Normore, 2016, p. 99).The benefits of women's leadership extend beyond organizational effectiveness.Female leaders often contribute to a more diverse and creative work environment, which can result in better outcomes for students and society (Offermann & Foley, 2020).Halilah (2015) argues that women's leadership possesses certain advantages in terms of educational competence, such as dedicating more time to students, showing greater attention to individual differences, being more communicative, embracing input from subordinates, and exhibiting a more participatory style in building relationships and negotiations (Halilah, 2015).Mosse (2007) supports this perspective by suggesting that women leaders are more efficient and loyal in project development than male leaders (Mosse, 2007).The cultural practices within universities, particularly those related to leadership roles, can significantly influence societal norms and the practices of other institutions.Women's leadership, proven to enhance organizational effectiveness significantly (Halilah, 2015), thus has the potential to set a progressive precedent.
However, despite the proven advantages of women's leadership in educational settings, certain societal factors often impede their rise to leadership positions.Patriarchal cultures and male dominance within academic institutions can result in structural injustices, where female academic staff is exploited or mistreated.Besides these persistent patriarchal attitudes and male dominance, the capitalist nature of many institutions can also serve as a significant barrier to women's leadership.Capitalistic structures often perpetuate gender inequality by promoting competitive individualism and inhibiting collective support, a stark contrast to the more collaborative and participatory style that women leaders are often known for (Wijaya & Loviona, 2021).These challenges highlight the need for systemic changes to enable more women leaders, thus paving the way for a broader institutional transformation inspired by the positive aspects of women's leadership.
John's viewpoint on the five ways leaders can improve higher education highlights the importance of proactively addressing diversity.It aims to ensure respectful treatment for women who are still considered a minority.A proactive attitude from leaders can prevent discriminatory practices and, if necessary, affirmative on diversity can foster positive and productive relationships and collaboration (Isnaini, 2021;Wahab, 2018).Action may be taken to achieve a specific quota.The selection of leadership positions is essential.The cultural practices in universities, particularly those related to leadership roles, can significantly influence societal norms and shape the standards of other institutions; thus, they play a crucial role in societal development.It has been demonstrated that Women's leadership enhances organizational effectiveness significantly (Halilah, 2015), setting a progressive precedent for other institutions to emulate.
Research to date has revealed that female leaders in higher education continue to encounter challenges in obtaining support from their peers due to persisting patriarchal attitudes and cultural beliefs favoring male dominance.Although there is a relative scarcity of literature explicitly focusing on Gender-Based leadership in Quality Assurance Development, some investigations indirectly touch on the subject.This paper scrutinizes the experiences and perspectives of both male and female leaders in regards to gender-based leadership in quality assurance development at Nahdlatul Ulama universities (NUUs).
This study delves into gender equality in leadership roles in two private universities, UNU Surakarta and UNISNU Jepara, developed by Nahdlatul Ulama.Despite a deeply ingrained patriarchal culture, the appointment of female leaders has led to enhancements in quality management.However, the Indonesian Higher Education Database indicates a male predominance in the higher education system, including within NUUs.Males also hold the majority of leadership positions.In UNU Surakarta, women occupy seven out of 32 leadership roles, with recent progress in critical positions, such as the vice-rector and heads of various departments.Likewise, at UNISNU Jepara, women fill seven posts, including the head of the quality assurance institute and one dean.Although the number of female leaders remains relatively low, it signifies a substantial step in their pursuit of executive leadership in NUUs (Isnaini, 2021).

Literature review
Gender equality and gender equity are often used interchangeably, but they represent different pathways to advancing women's rights.Gender equity, typically focusing on fairness and justice, often considers subjective cultural, religious, and traditional criteria to rectify historical disadvantages faced by certain genders.On the other hand, gender equality, advocating for equal rights, opportunities, and access for all genders, is often supported by more objective criteria such as adherence to quality assurance standards and practices in educational institutions.The Convention on the Elimination of Discrimination against Women (CEDAW) aspires to gender equality rather than gender equity (Facio & Morgan, 2009).Gender equity refers to the fairness in treating individuals, considering their different needs and historical disadvantages, to ensure an equal outcome for all genders.It is crucial to acknowledge and counter the historical and social disadvantages that women encounter, which hinder their equal participation with men, and such efforts are geared towards achieving gender equity.It leads to gender equality, where women and men enjoy equal access to goods, opportunities, resources, and social value (Afkhami & Eisenberg, 2015;Wahl, 2010).
Promoting gender equality in leadership roles, especially in quality assurance development, necessitates addressing power imbalances and allowing women more control over their lives.It includes establishing processes and structures that ensure women have equal opportunities in leadership positions, which is part of the quality assurance in higher education (Indriyany et al., 2021;Widayani & Hartati, 2015).Gender equality, as a fundamental aspect of social justice, can be realized by empowering women in both the public and domestic spheres.It can be achieved by increasing the representation of women in leadership positions and ensuring equal access to resources and decision-making processes.Promoting gender equality in leadership means guaranteeing that both men and women can equally participate in productive and reproductive aspects of life (Afkhami & Eisenberg, 2015;Maranto et al., 2018).
Gender equality is essential to social justice, aiming to create a society where individuals are not disadvantaged because of their gender, race, class, sexuality, or gender identity.This concept is promoted through inclusive and democratic education, and it is also reflected in Islamic education, where values of equality and justice between men and women are nurtured through teachings and attitudes that discourage discrimination (Aikman et al., 2011;Juono, 2015;Pluckrose & Lindsay, 2020).
The differences in leadership styles between men and women are strongly connected to gender equality and quality assurance development (Aikman et al., 2011).As an objective measure, quality assurance can contribute significantly to addressing gender equality by providing equal opportunities for men and women in leadership positions, thus helping to ensure fairness and justice for all genders (Belingheri et al., 2021).The goal has shifted from achieving equal representation to ensuring fairness and justice for all genders.The root cause of gender inequality often lies in patriarchal cultural hegemony and the perpetuation of gender stereotypes, leading to discrimination and hindrance to participation in decision-making processes (Dzuhayatin, 2012;Handayani, & Sugiyarti, 2008).
Stereotypical attitudes towards women and their leadership abilities, particularly in university settings, often stem from cultural and personal biases and patriarchal religious teachings (Eriyanti, 2017;Stoet et al., 2019;Worsdale & Wright, 2020).Stereotypical perceptions of women as weak and emotional, along with societal beliefs that devalue domestic work compared to public work, perpetuate gender-based power imbalances (Mansour, 2005).Women's self-perception as weak and emotional, combined with societal beliefs that domestic work is of lower status than public work, perpetuates gender-based power imbalances.These cultural and religious influences must be addressed to promote gender equality in university leadership positions.
The quality management of Nahdlatul Ulama Universities (NUUs), including UNISNU Jepara, is influenced by the cultural background of NU as Indonesia's largest Islamic community organization and its interpretation of religious texts.In this context, quality assurance encompasses promoting gender equality by advocating for reinterpretations of sacred texts that align with the principles of Muslim feminism (Hidayatullah, 2014;Karam, 1998).Gender issues are a central focus of NU's activities, including bahtsul masail, conferences, congresses, and national events (Asmani, 2015).NU activists, such as Muslimat, Fatayat, IPNU, IPPNU, and PMII, consistently promote justice and gender equality through their actions and support gender-responsive decisions (Asmani, 2015).NU's decisions are also influenced by prominent Muslim feminist figures (Kholifah, 2014).
The progressive approach of qiraah mubadalah significantly influences the NU school of thought, advocating for gender equality in leadership positions.This concept of mutuality prohibits domination or discrimination between men and women in both the domestic and public spheres.The interpretation of Islamic source texts through Mubadala emphasizes the equality of both genders as subjects.This idea necessitates the presence of both male and female leaders, underlining the importance of women's leadership in Islamic circles (Kodir, 2019).

Method
This study utilizes a qualitative, exploratory approach anchored in reflexivity.This principle enhances methodological coherence, researcher responsiveness, and ethical considerations, contributing to the validity of the investigation and the attainment of research goals (Palaganas et al., 2017).The present research explores the experiences of male and female leaders at NUUs, focusing on their perspectives on gender roles in leadership within quality assurance development through personal interviews.While the sample size is not pre-determined, past research by Creswell (1998) and Cohen (Cohen et al., 2017) suggests that data saturation can generally be achieved with approximately 10 participants.It is supported by Hennink et al (Hennink et al., 2017).who state that 6-10 participants are enough for a phenomenological qualitative study.
In this study, 11 leaders and lecturers, both seniors and juniors from UNU Surakarta and UNISNU Jepara, were selected based on their relevance to the research objectives and ability to provide important information.The participants varied in their positions and years of service, providing diverse experiences and insights for the study.Pseudonyms were used throughout the research and subsequent reporting to maintain the anonymity of our participants.The selection was made based on the criteria and objectives of the research.Participants were asked to sign a consent form before the interview was conducted.Of the 11 participants, 5 were women, and 6 were men.The female participants occupied various roles within their respective universities, including those of lecturers and executive officials.The researchers conducted a thematic analysis of the data obtained from the participants.The main research instrument used in this study was an interview protocol.The interviews, which were conducted face-to-face, explored various aspects of the participants' experiences as leaders.
The researchers performed a comprehensive qualitative analysis of the data gathered from participant interviews.The process began with a close examination of the interview transcripts to identify central themes.These transcripts were subsequently corrected by the participants to ensure accuracy.The data was then coded and categorized to highlight key patterns and insights.This categorization enabled a deeper interpretation of the data, a process that continued until saturation was achieved (Priharsari & Indah, 2021).Afterward, the researchers condensed the data, presented their findings, and drew conclusions.To ensure the validity of the data, any answers unrelated to the research topic were re-verified (Isnaini et al., 2021).In the process, the researchers also considered their own assumptions and biases, acknowledging their role in shaping their interpretations.The research activities were conducted under the ethical guidelines provided by the Faculty of Tarbiyah and Education Ethics Committee, UIN Sunan Kalijaga, with the decree number 02/FITK-RECC/V/2022.

Accepting competence over gender in leadership roles
Participants perceive both male and female leaders to be equally capable, valuing the leader's competency, responsibility, and performance above their gender.The gender of the leaderwhether male or female-did not significantly impact their perception of leadership capabilities.The leader's responsibility, competency, and performance were paramount to them."I (NR) think that both male and female leaders have their advantages, and I never have a problem with being led by whether male or female leaders."This view of NR is reflective of a more significant shift in attitudes towards gender and leadership roles, with an emphasis on the leader's competence over their gender.The same view was also expressed in detail by Y regarding his attitude to follow his superior regardless of who they are, whether male or female.Y's perspective is particularly relevant as it highlights the importance of flexibility and adaptability in leadership positions, showing that successful leadership can be achieved regardless of the leader's gender.
The interviewee, considering themselves rule-abiding individuals, expressed neutrality in their preference for either of the two leadership styles.The QAA was initially led by men from 2015-2019, spanning four years.However, it has since then been headed by women.The leadership style during the male leadership was described as democratic and free, whereas under the current female Department Head, a more target-driven approach is utilized with a specific emphasis on timely task completion.Several participants discussed their experiences being led by both male and female leaders.They conveyed their views through their encounters with different leadership styles under both male and female department heads at QAA.In the interview with FR, they stated that alternating between male and female leaders on their campus is not a problem, and the gender factor is not an obstacle to leadership performance.Some divisions led by men are not progressing, while those led by women are more productive and developed.It also occurs on their campus.
Another participant, EZ, confirmed evidence of women's leadership efficacy being recognized at UNISNU Jepara.He explained that when a woman chaired the Department of Islamic Education, the study program achieved the highest (A) accreditation by the National Higher Education Accreditation Agency.This achievement under female leadership showcases the leader's competence and underscores the potential of women in leadership roles to achieve significant organizational success.It is the only study program with an A accreditation at UNISNU Jepara.In the Islamic Education Department context, a female leader holds the position of authority.Under her leadership, the department has achieved a highly coveted accreditation status of "A," making it the only department at UNISNU Jepara to have received such recognition.This evidence suggests that female competence is crucial in selecting female leaders.AY also stated that he would follow the direction of whomever the leader was, regardless of their gender."It is not a matter of being happy or not happy.If the institution appoints women leaders, they will be obeyed (of course, in terms of work).So (when) looking at leadership (we should) not base it on gender, but rather on (the individual's) performance and competence."

Leadership preferences: Male vs. female
Some participants preferred leadership styles traditionally associated with men, citing attributes such as authority, strategic foresight, and adaptability.However, it is noteworthy that these characteristics are not exclusively male and can also be demonstrated by women.According to NN, it is commonly held that men are more capable of leading than women due to specific characteristics typically associated with men, such as authority, the ability to think further ahead, and a sense of leadership.Furthermore, men are believed to be more flexible in leadership and adapt to various situations more easily.However, it is noted that this may not necessarily always hold as the differences between men and women are not absolute, and there are certainly women who possess these leadership qualities and can lead effectively.According to the statements made during the interview, there is a belief that men are better suited for leadership positions in higher education due to the emphasis placed on authority and strong public relations skills.The interviewee stated that it is still considered taboo for women to lead in their workplace, even in religious settings such as leading prayer.In their opinion, the qualities required for leadership in the university setting, including toughness and authority, are more commonly found in male leaders.
In contrast, other participants preferred leadership styles commonly associated with women, noting characteristics such as extensive networking, intense organizational experiences, clear time targets, and an ability to motivate their subordinates.Women leaders were perceived as more detailed, thorough, and patient, with an openness to feedback and a high energy level.According to some female participants in the interview, they recognized the preferences towards male leadership figures.They noted that male leaders exhibit assertiveness, professionalism, and greater insight.However, it is crucial to understand that these are merely personal perspectives and do not represent the entire community's or society's views.Furthermore, perceptions of physical attributes also contributed to the view of male leadership as superior.One participant stated that men's physical attributes, perceived as advantageous in leadership roles, could make them appear more nurturing and protective.Another participant emphasized that under male leadership, decision-making was democratic and allowed for freedom and creativity among the members.The department head was described as taking responsibility for his staff's welfare and job responsibilities while also being democratic in running the program, giving the staff freedom to seek information and be creative.The focus was on the quality of work, not a strict deadline.
Nevertheless, this democratic and laissez-faire attitude was perceived as less effective in meeting timeline targets, despite consistent coordination and progress checks.The work products at QAA have significant consequences as they will be used as guidelines for all faculties and units on campus.
When he is in charge, (according to him) the work at QAA cannot be done quickly in order to ensure that the results are perfect, as the quality assurance document will be used by the entire academic community (on campus).Then, after our work was done, we would evaluate whether anything was lacking or too much.However, when things (are run) like this, in the end, several programs in the budget plan could not be completed.
As a result of not paying attention to the target time, some budget plan programs could not be implemented.Irrespective of these preferences, the experiences of both male and female leaders at NUUs were elucidated through participant responses.The participants included leaders at different levels, including lower-level and top-level leaders.Their experiences as leaders and their interactions with other leaders, regardless of gender, form the data collected.
Women have several advantages that can make them university leaders, such as their ability to build networks and various organizational experiences.According to AMM: Women leaders have an extensive network and high mobility, which can be helpful in the higher education institution.Her closeness to different stakeholders will be beneficial.
The extensive networking ability of female university leaders provides a unique opportunity for developing personal connections with various stakeholders, which is deemed a critical aspect of academic leadership.Unlike male leaders, female leaders are known to work with clear time targets, ensuring the efficient and effective completion of tasks.Y, a department head, explains that being led by a woman is a different experience.She consistently sets daily targets and deadlines and prioritizes meetings with the academic community to oversee the preparation of reports and implementation of programs.As a result, all work programs are successfully executed.
Likewise, according to Z, female leaders have a target time to complete their tasks: Women's leadership is full of clear targets to achieve.(They) always motivate their subordinates to increase their capacity as lecturers by publishing scientific papers such as journal articles and developing (making) textbooks.This observation by Z highlights the importance of goal setting and the ability of female leaders to inspire and motivate their subordinates.
The department chairwoman demonstrates her leadership skills through her commitment to publishing research and inspiring her colleagues to enhance their abilities as lecturers by authoring textbooks.According to the chairwoman, her efforts have been successful so far, as evidenced by the development of a new exercise book that has met the standards for ISBN accreditation.She emphasizes that success is attainable for those willing to work hard but also acknowledge that perfection may not always be achieved immediately.Nevertheless, the development of a practicum book by new lecturers has positively impacted their careers and helped secure their PAK (credit score to get promoted to a higher position as a lecturer) and lecturer certification, making it less likely that they will leave the department.
Leadership by women contributes to university stability by focusing on the development of existing human resources.As a result, the university is not troubled by personnel changes that often cause new problems because they have to provide orientation to help the new staff adapt.
In terms of performance, leadership by women is perceived as being more meticulous, thorough, and patient.As expressed by D, "For me, the more women, the better.In my opinion, women are more detailed.More thorough, more detailed, and straightforward, more patient." This view is supported by FR, who admires the patience of the female leaders, as stated below: Male leaders tend to lack patience, a character that women have.The woman figure may be able to win others more than the male counterpart because of their patience, maybe due to their nurturing nature.
According to the interviewees, women leaders are perceived as more cooperative and flexible.E mentioned that women leaders are more willing to compromise and share because they are more cooperative.D added that women leaders are more flexible and practical, citing the example of Mrs. M, the Dean of the Faculty of Islamic Education at UNU, who was described as flexible, kind, sociable with her colleagues, and quick to give clear instructions.Furthermore, women, recognized for their exceptional track records, are increasingly appointed to leadership roles within quality management development.HS opined that women's leadership is commendable due to their receptivity to feedback.Women in the Department of Islamic Education are the most energetic individuals in the quality control system and quality assurance agency.Women are often more likely chosen to chair various programs due to their openness in receiving input, energetic/enthusiastic working rhythm, and ability to complete their tasks well and quickly.

Discussion
The importance of female leadership in higher education, particularly in the context of quality management at NUUs, is based on two critical factors supported by prior studies (Isnaini et al., 2021;Redmond et al., 2017).The first involves allocating leadership positions to women based on their expertise, a strategy NUUs have already implemented.The second factor entails comprehensive support for female leadership, encompassing acknowledgment of their achievements, qualifications, and performance.In doing so, NUUs ensure that the academic community is receptive to women leaders and respects their guidance, not viewing gender as a hindrance to effective leadership.
The research participants' assessments underscored the need to support women in leadership roles.The findings reveal that evaluations of leadership styles are not exclusively dependent on gender but are based on individual performance, with each gender presenting unique strengths.The attributes associated with men's leadership style, such as physical strength, assertiveness, and professionalism, are valued in higher education institutions.Equally, the traits common in women's leadership style, including patience, collaboration, and detail-orientedness, are also perceived as advantageous.Recognizing the strengths of both male and female leadership styles emphasizes the necessity of equal opportunities and support for women's leadership development (Isnaini et al., 2021;Northouse, 2013).
Female leaders' qualities, such as emotional intelligence and patience, contribute to their effectiveness.Furthermore, women leaders have shown a greater focus on adhering to timelines, increasing the chances of timely task completion.On the other hand, male leaders often adopt a more democratic and relaxed leadership style, providing their teams with more freedom to innovate and gather information.However, this approach, while fostering innovation, could potentially lead to the neglect of deadlines, resulting in unfinished tasks.The observed preferences towards leadership at NUUs based on gender can be categorized into three aspects.Firstly, the participants advocate for equal leadership opportunities for both genders.They argue that an individual's performance is the most crucial determinant for leadership positions, which could foster gender equality (Cin et al., 2018).
Secondly, a preference for male leadership is evident.Both men and women view men as more suitable for leadership positions, as they are perceived to possess characteristics such as physical strength, authority, assertiveness, power, broad-mindedness, and professionalism (Geary, 2010).However, male leadership is also seen as more democratic and allows members to be creative and seek information.However, a potential weakness of this leadership style is that it may lead to a lack of focus on time management, which could result in unfinished tasks.The emergence of stereotypical attitudes towards male and female leaders is also noted, with women often viewing themselves or other women as weak and needing protection, while male leaders are perceived as more robust and better suited for protection (Siregar et al., 1999, p. 101).
Lastly, the preferences towards female leadership can be attributed to this style's advantages.Female leadership can break down the hierarchical system in the work environment, creating a more participatory work environment (Offermann & Foley, 2020;Rosener, 1997).Research findings have also demonstrated that female leaders utilize participatory leadership more frequently than their male counterparts (Northouse, 2013).Participatory leadership involves equal opportunities for all members to participate in activities, responsibilities, and main tasks that are aligned with their respective positions, and the leader's role is to encourage participation in planning, organizing, implementing, supervising, and decision-making (Machali & Hidayat, 2018, pp. 94-95).
It is well established that women's leadership style is often characterized by patience, flexibility, agility, cooperativeness, practical communication skills, attention to detail, and thoroughness.This approach has engendered trust and cooperation, resulting in work completed before the deadline and contributing to the overall improvement of the organization's quality.It is supported by numerous studies that highlight the positive impact of female leadership on organizations.Moreover, equality is a fundamental principle of higher education, and institutions of higher learning are responsible for model social justice and gender equality (Watson & Normore, 2016, p. 99).
Based on other research findings, four fundamental reasons have been identified for the essential representation of women in leadership roles in higher education (Burkinshaw, 2015, p. 1).First, social justice is to change institutions and society to become more equal.Second, equity and parity address social inequality.The third quality is to improve the leadership quality of higher education.It is essential not to neglect the female academic population.Lastly, there is a growing national urgency to promote discussions on gender equality in leadership roles and diversity and inclusion in the economic and business sectors.

Conclusion
The primary objective of this study was to explore the experiences of male and female leaders, focusing specifically on the impact of gender-based leadership on the development of Quality Assurance at Nahdlatul Ulama Universities (NUUs), particularly at UNU Surakarta and UNISNU Jepara.Through a qualitative, exploratory approach, we conducted comprehensive personal interviews to delve into the unique experiences of these leaders, capturing their perspectives and insights.This research identified three notable attitudes amongst participants concerning gender and leadership.Some participants endorsed the concept of gender-neutral leadership, valuing a leader's responsibility, competency, and performance above their gender.Others expressed preferences for leadership styles traditionally associated with either gender, attributing qualities such as authority, strategic foresight, and adaptability to males, and extensive networking, strong organizational skills, clear time targets, and motivational ability to females.
The research also emphasized traits frequently associated with female leadership, including a collaborative approach, meticulous attention to detail, patience, conscientiousness, high energy, and a focus on meeting deadlines.These insights are crucial in understanding the advancement of gender equality in leadership roles within the higher education sector.Importantly, this study highlights the necessity for implementing robust policy frameworks that advocate for equal opportunities for both men and women in leadership positions.This action is critical to dismantling negative stereotypes and eliminating discriminatory practices.Further, the study underlines the importance of fostering a collaborative approach between male and female leaders to enhance quality management within institutions.
Ultimately, this study suggests that gender should not be seen as a barrier to effective leadership.Instead, an individual's potential for leadership and performance should be evaluated based on their achievements, competence, and capabilities.Nonetheless, this research has its limitations.While the study primarily focuses on the leadership styles of male and female leaders within university settings, future research could extend its scope to examine leadership styles in other sectors.Furthermore, investigating the impact of other demographic factors, such as race, ethnicity, and culture, on leadership roles and practices could lend additional depth and nuance to our understanding of leadership dynamics in higher education and beyond.