Iranian Higher Education
Volume 18, Issue 3 (2026)
ihej 2026, 18(3): 1-25 |
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gheitasi S, Salimi J, Barkhoda S J. The Lived Experience of Women’s Leadership in Iranian University. , ihej. 2026; 18 (3) :1-25
URL: http://ihej.ir/article-1-2237-en.html
URL: http://ihej.ir/article-1-2237-en.html
1- Ph.D. Student in Higher Education Development Planing, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
2- Associate Professor of Curriculum Studies, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran ,j.salimi@uok.ac.ir
3- Associate Professor of Educational Administration, Faculty of Humanities and Social Sciences University of Kurdistan, Sanandaj, Iran
2- Associate Professor of Curriculum Studies, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran ,
3- Associate Professor of Educational Administration, Faculty of Humanities and Social Sciences University of Kurdistan, Sanandaj, Iran
Abstract: (16 Views)
Objective: Women’s leadership in higher education is a multidimensional phenomenon shaped by the interplay of individual experiences, professional relationships, and organizational and sociocultural contexts. Understanding women’s lived experiences can provide deeper insight into their leadership pathways and the factors influencing them. This study aimed to phenomenologically explore the lived experiences of women’s leadership in Iranian universities, focusing on leadership experiences, facilitators and barriers, and strategies for overcoming challenges.
Method: A qualitative descriptive phenomenological design was employed. Participants were 17 female faculty members from universities affiliated with Iran’s Ministry of Science, Research and Technology who had academic management and leadership experience during the 2025–2026 academic year. They were recruited through purposive sampling supplemented by the snowball technique. Data were collected through in-depth semi-structured interviews, with sampling continuing until data saturation. Data were analyzed using Colaizzi’s seven-step method, and trustworthiness was established according to Lincoln and Guba’s criteria.
Results: The findings emerged across three domains. Leadership experiences comprised nine global themes: leadership legitimation and identity, professional identity, psychological experiences, role balance, participative leadership, ethical leadership, transformative learning, creativity, and re-envisioning women’s leadership. Facilitators and barriers comprised eight themes: individual motivations, support, organizational opportunities, women’s gender-related leadership capital, gender bias, structural barriers, sociocultural challenges, and inequalities. Strategies encompassed eight themes: self-empowerment, multiple-role management, networking, professional legitimacy building, participative agency, structural transformation, cultural transformation, and future-oriented development.
Conclusion: The findings indicate that women’s leadership emerges through the interaction between individual agency and organizational and cultural structures. Its sustainable development requires empowerment, merit-based practices, structural reform, and institutionalized equal opportunities across universities.
Method: A qualitative descriptive phenomenological design was employed. Participants were 17 female faculty members from universities affiliated with Iran’s Ministry of Science, Research and Technology who had academic management and leadership experience during the 2025–2026 academic year. They were recruited through purposive sampling supplemented by the snowball technique. Data were collected through in-depth semi-structured interviews, with sampling continuing until data saturation. Data were analyzed using Colaizzi’s seven-step method, and trustworthiness was established according to Lincoln and Guba’s criteria.
Results: The findings emerged across three domains. Leadership experiences comprised nine global themes: leadership legitimation and identity, professional identity, psychological experiences, role balance, participative leadership, ethical leadership, transformative learning, creativity, and re-envisioning women’s leadership. Facilitators and barriers comprised eight themes: individual motivations, support, organizational opportunities, women’s gender-related leadership capital, gender bias, structural barriers, sociocultural challenges, and inequalities. Strategies encompassed eight themes: self-empowerment, multiple-role management, networking, professional legitimacy building, participative agency, structural transformation, cultural transformation, and future-oriented development.
Conclusion: The findings indicate that women’s leadership emerges through the interaction between individual agency and organizational and cultural structures. Its sustainable development requires empowerment, merit-based practices, structural reform, and institutionalized equal opportunities across universities.
Keywords: Abbas, Z., Fatima, A., & Qutoshi, S. (2021). The challenges of educational leadership: A feminist perspective lens. International Review of Management and Business Research, 10(1), 22-32.
Fifolt, M. (2018). Parenting to a degree: How family matters f
Type of article: Research |
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Received: 2026/08/11 | Accepted: 2026/11/1 | ePublished ahead of print: 2026/11/2
Received: 2026/08/11 | Accepted: 2026/11/1 | ePublished ahead of print: 2026/11/2
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