Gendered Governance in Higher Education: Challenges and Opportunities for Career Advancement Among Administrative Staff

Governance structures in higher education pose unique challenges for professional administrative staff, particularly in career advancement. This article explores these issues through an industrial sociology lens and employs feminist theory to scrutinise the gendered dynamics influencing university career paths. Administrative roles, predominantly held by women, are often undervalued relative to academic roles. This undervaluation, stemming from societal patterns of gendered labour, impedes upward mobility and limits leadership opportunities for administrative staff. Feminist theory highlights how the "feminisation" of administrative work contributes to its marginalisation, reinforcing organisational hierarchies where administrative expertise is seen as secondary to the academic mission.
Industrial sociology offers a framework to understand these dynamics as reflective of broader labour market trends, where structural barriers like rigid job classifications and narrow promotion criteria hinder professional growth for administrative roles. The article notes that academic staff typically benefit from more precise, structured career advancement pathways. In contrast, administrative staff encounter a fragmented landscape with fewer opportunities for mentorship, development, or representation in decision-making. These disparities are critical in higher education governance, undermining institutional inclusivity and equity.
To address these challenges, the article recommends reforms to governance structures that acknowledge the essential contributions of administrative staff. Proposed measures include revising job classifications, expanding access to professional development programs, and enhancing the inclusion of administrative staff in leadership and strategic planning. By creating more equitable career pathways, higher education institutions can boost retention and job satisfaction among administrative staff while furthering gender equity and inclusive governance, aligning with feminist principles of dismantling systemic inequalities. All stakeholders in higher education should share this optimism for improved job satisfaction.