Women leadership effectiveness and underrepresentation – a skills theory perspective in a Ghanaian public higher education institution

Abstract

Purpose

From a skills theory perspective, we explore the disparity between women's perceived leadership effectiveness and their underrepresentation in a public higher education institution (HEI) in Ghana. We identify the factors limiting women leaders' support and offer locally driven solutions.

Design/methodology/approach

A triangulated approach was used to analyse qualitative and quantitative data collected at a public HEI leadership workshop assessing perceptions of women leaders' education, communication, personality, emotional intelligence, skills and support dimensions. T-tests were used to test the perception variables, while thematic analysis elucidated factors contributing to women's underrepresentation in top positions.

Findings

The study found positive perceptions of female leadership, which differed among the genders, and the preference for female leaders stems from their perceived skills, abilities and education. However, religious and cultural beliefs perpetuate stereotypes that hinder women's advancement in leadership, which contradicts the skills-based approach to leadership.

Practical implications

Creating local awareness and support is necessary to reduce the fear of criticism and negative labelling from cultural beliefs hindering women from pursuing top leadership positions.

Originality/value

This study fills the literature gap on perceptions of women's leadership from a skills theory perspective. It contributes locally driven solutions to the challenges of underrepresentation of female leadership and women empowerment, providing local insights into female leadership effectiveness discourse.

Citation

Akoto, E.V., Boateng, I., Akoto, E.O., Amanamah, R.B. and Boateng Newman, O. (2024), "Women leadership effectiveness and underrepresentation – a skills theory perspective in a Ghanaian public higher education institution", International Journal of Public Leadership, Vol. 20 No. 3/4, pp. 293-307. https://doi.org/10.1108/IJPL-04-2024-0041