Participation of women in leadership positions in business administration, economics and accounting programs: Barriers and strategies in HIES in Bogotá.

Abstract

Objectives: The participation of women in leadership positions in higher education institutions has been the subject of several research studies globally. Although these studies have explored the barriers and challenges faced by women, as well as the strategies and policies needed to promote greater gender equity in these roles, there are still gaps and lacunae in the current knowledge that require further research. Consequently, this article examines the barriers and challenges faced by women in accessing management positions in business administration, economics and accounting programs in higher education institutions in Bogotá, Colombia, as well as the perspectives and strategies needed to achieve greater gender equity in these positions. Cultural, social and, organizational factors that influence this disparity will be analyzed, and measures and policies will be proposed to address this problem and promote greater female participation in academic leadership levels.

Materials and methods: This study used a quantitative approach with a descriptive correlational scope to analyze the perceptions and experiences of teachers and administrators in business administration programs in higher education institutions in Bogotá. The target population consisted of members of higher education institutions in Bogotá, including teachers, administrative staff, program directors, deans, research group leaders, planning, quality, and accreditation managers, area heads, and researchers belonging to business administration, economics, and accounting programs. A non-probabilistic convenience sampling was used due to the limitations of access to the entire population. Invitations to participate in the survey were sent through emails and social networks, requesting the collaboration of members of different higher education institutions in Bogotá. A structured questionnaire was used to collect data on awareness of capabilities, opportunities for participation in leadership positions, and perceived barriers. To ensure the validity of the measurement instrument used in this study, a validation process was carried out by expert judges. In total, five judges participated in this stage, all of them with PhDs and extensive experience in academia and gender studies; in this process, an individual review of each item, evaluation and feedback, concordance analysis, and the review and adjustment of items to be linked in the instrument were carried out. A cluster analysis was applied to identify different groups of perception among the participants, and statistical tests were performed to evaluate the hypotheses raised on the relationship between the characterization of leadership positions, the strategies implemented, and women's participation.

Results: The study sample was composed of (n=536) 58% women, 40% men, and 2% who identify with another gender. Regarding age, 22% of the participants were between 18 and 30 years old, 38% between 31 and 40 years old, 28% between 41 and 50 years old, and 12% were older than 50 years old. Concerning their position, 45% are teachers, 20% are administrative staff, 15% are program directors, 10% are deans, and 10% hold other leadership positions. In terms of educational level, 15% have a university degree, 45% a specialization, 30% a master's degree, and 10% a doctorate. The cluster analysis identified four main groups of perception among the participants. Cluster 1 (25%) showed high perceptions of capabilities and opportunities; Cluster 2 (30%) recognized high capabilities but perceived low opportunities; Cluster 3 (20%) considered low capabilities but high opportunities; and Cluster 4 (25%) showed low perceptions of both capabilities and opportunities. Statistical evidence confirmed that a more inclusive and equitable characterization of leadership positions and the implementation of specific strategies are positively related to greater participation of women in leadership roles. The existence of explicit gender policies was also associated with better perceptions and greater female participation. The data as a whole indicate that the overall perception of participants in leadership positions shows considerable variability, suggesting significant differences in experiences and perceptions according to position and faculty. Moreover, the representation and participation of women in leadership positions is perceived as insufficient by a significant majority, highlighting the need for more effective policies and cultural change within institutions. Similarly, current strategies to promote gender equality are seen as inadequate by the majority of participants, suggesting the need to review and strengthen these initiatives. Finally, there is a general perception that professional development opportunities and support for growth are insufficient, underscoring the need for mentoring programs and resources dedicated to fostering the professional development of women in leadership positions. 

Conclusions: The results of the study highlight the need for greater attention to perceptions of capabilities and opportunities among women in business administration programs. It is crucial to implement effective gender policies and specific strategies to remove barriers to women's participation in leadership positions. Higher education institutions in Bogotá must adopt more inclusive and proactive approaches to promote gender equity at the academic leadership levels. These actions will not only improve female representation in leadership positions, but will also contribute to the comprehensive development and educational quality of these institutions. Furthermore, the results revealed a significant positive correlation between the perception of barriers and the need to implement measures to encourage the active participation of women in leadership positions. This suggests that those who recognize the existence of challenges tend to be more convinced of the need to take concrete actions to address this situation. Similarly, a moderate positive correlation was found between the perception that highly developed skills are required for leadership positions and the importance attributed to these training programs. This suggests that those who recognize the complexity of leadership roles tend to place grater value on the need for specific development programs for women, which is consistent with the recommendations of the literature on empowerment and the development of female leadership skills.