The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe
This study explores the implications for the Education 5.0 framework on promotion opportunities for female academics in Zimbabwean universities. The framework emphasises research, lecturing, community service, innovation and industrialisation as job performance areas for a university lecturer. The q...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publications
2022
|
| Subjects: | |
| Online Access: | https://doi.org/10.1177/08920206221126640 http://hdl.handle.net/11408/5183 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1779905644488294400 |
|---|---|
| author | Muchabaiwa, Wonder Chauraya, Efiritha |
| author_facet | Muchabaiwa, Wonder Chauraya, Efiritha |
| author_sort | Muchabaiwa, Wonder |
| collection | DSpace |
| description | This study explores the implications for the Education 5.0 framework on promotion opportunities for female academics in Zimbabwean universities. The framework emphasises research, lecturing, community service, innovation and industrialisation as job performance areas for a university lecturer. The qualitative research adopted a multi-case study design and purposively sampled 24 female lecturers from two universities in Zimbabwe. Data were collected through in-depth interviews, focus group discussions and analysis of official documents like staff-list records and research repositories. The study reveals that the expectations of the Education 5.0 framework are gender blind and tend to obstruct the promotion opportunities for female academics. Lack of funding in research activities, training in scientific writing, functional innovation hubs as well as the burden of domestic chores were the main obstacles to female academics’ promotion chances. The study recommends provision of research funds, training in scientific writing and establishing functional innovation hubs to fully operationalise the Education 5.0 framework. |
| format | Article |
| id | ir-11408-5183 |
| institution | My University |
| language | English |
| publishDate | 2022 |
| publisher | SAGE Publications |
| record_format | dspace |
| spelling | ir-11408-51832022-10-10T06:59:52Z The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe Muchabaiwa, Wonder Chauraya, Efiritha Gender blindness Education 5.0 framework Female academics Promotion opportunities Zimbabwean universities This study explores the implications for the Education 5.0 framework on promotion opportunities for female academics in Zimbabwean universities. The framework emphasises research, lecturing, community service, innovation and industrialisation as job performance areas for a university lecturer. The qualitative research adopted a multi-case study design and purposively sampled 24 female lecturers from two universities in Zimbabwe. Data were collected through in-depth interviews, focus group discussions and analysis of official documents like staff-list records and research repositories. The study reveals that the expectations of the Education 5.0 framework are gender blind and tend to obstruct the promotion opportunities for female academics. Lack of funding in research activities, training in scientific writing, functional innovation hubs as well as the burden of domestic chores were the main obstacles to female academics’ promotion chances. The study recommends provision of research funds, training in scientific writing and establishing functional innovation hubs to fully operationalise the Education 5.0 framework. 2022-10-10T06:59:52Z 2022-10-10T06:59:52Z 2022-09-21 Article Muchabaiwa, W., & Chauraya, E. (2022). The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe. Management in Education, 0(0). https://doi.org/10.1177/08920206221126640 0892-0206 1741-9883 https://doi.org/10.1177/08920206221126640 http://hdl.handle.net/11408/5183 en Management in Education; open SAGE Publications |
| spellingShingle | Gender blindness Education 5.0 framework Female academics Promotion opportunities Zimbabwean universities Muchabaiwa, Wonder Chauraya, Efiritha The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe |
| title | The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe |
| title_full | The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe |
| title_fullStr | The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe |
| title_full_unstemmed | The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe |
| title_short | The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe |
| title_sort | gender blindness of the education 5.0 framework: an obstruction to promotion opportunities for female academics in zimbabwe |
| topic | Gender blindness Education 5.0 framework Female academics Promotion opportunities Zimbabwean universities |
| url | https://doi.org/10.1177/08920206221126640 http://hdl.handle.net/11408/5183 |
| work_keys_str_mv | AT muchabaiwawonder thegenderblindnessoftheeducation50frameworkanobstructiontopromotionopportunitiesforfemaleacademicsinzimbabwe AT chaurayaefiritha thegenderblindnessoftheeducation50frameworkanobstructiontopromotionopportunitiesforfemaleacademicsinzimbabwe AT muchabaiwawonder genderblindnessoftheeducation50frameworkanobstructiontopromotionopportunitiesforfemaleacademicsinzimbabwe AT chaurayaefiritha genderblindnessoftheeducation50frameworkanobstructiontopromotionopportunitiesforfemaleacademicsinzimbabwe |