The inclusive society: Social exclusion and new Labour

This paper engages with Diana Leonard's writing on how gender is constituted in the academy. It offers an international review of feminist knowledge on how gender and power interact with leadership in higher education. It interrogates the ‘leaderist turn’ or how leadership has developed into a popular descriptor and a dominant social and organisational technology in academia. It considers some of the explanatory frameworks that have been marshalled to analyse women's leadership aspirations and absences. In doing so, it attempts to unmask the ‘rules of the game’ that lurk beneath the surface rationality of academic meritocracy. It also poses questions about the relentless misrecognition of women's leadership capacities and suggests the need for an expanded lexicon of leadership with which to move into the university of the future.

http://library.pcw.gov.ph/sites/default/files/rules%20of%20the%20game_women%20and%20the%20leaderist%20turn_Morley.pdf

The rules of the game: women and the leaderist turn in higher education

Women and Higher Education Leadership: Absences and Aspirations

The article examines the outcomes of affirmative action policies aimed at improving access for women students to university education in Kenya, Uganda and Tanzania. Different interpretations of affirmative action are found in the three countries. These include lower entry scores, remedial
 pre-university programmes and financial assistance. There are limitations and weaknesses inherent in the piecemeal strategies that focus only on the point of admission to university. Thus affirmative action as currently applied does not enhance access and gender equity in university education.
 A multifaceted approach to developing gender equality in universities would require various strategies to support one another in order to enhance access and gender equity in university education in the three countries.

Affirmative action, gender equity and university admissions – Kenya, Uganda and Tanzania

Gendered school experiences: the impact on retention and achievement in Botswana and Ghana

Gender equity in Commonwealth higher education : an examination of sustainable interventions in selected commonwealth universities

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Gender equity in Commonwealth higher education : an examination of sustainable interventions in selected commonwealth universities