Introduction
In a groundbreaking initiative, York St John University (YSJ), UK partnered with Kaduna State University (KASU) in Nigeria to address gender disparities in higher education leadership. Titled “Gender and Leadership in Higher Education: Promoting Gender Inclusive Language to Advance the Representation of Women in Leadership through Collaboration with Diverse Stakeholders,” this British Council-funded project aimed to enhance the representation of women in leadership roles within higher education institutions (HEIs) in Nigeria. Through comprehensive engagement with critical stakeholders and multiple impactful activities, the project has established a foundation for long-term institutional change.
The project commenced with extensive primary data collection from February to May 2024. Interviews were conducted with key stakeholders, including university lecturers, management staffs, community, traditional and religious leaders and representatives of non-governmental organisations. This phase laid the groundwork for understanding the socio-cultural and institutional barriers impeding women’s leadership in HEIs.
The first major event, a two-day stakeholder workshop, was held on June 25 and 26, 2024, at Kaduna State University. The initial day brought together over a hundred (100) stakeholders including the Kaduna State governor, who the Commissioner of Human Services and Social Development represented. There were a series of presentations by academics, community and religious leaders, and representatives of non-governmental organisations. Overall, the workshop was successful, with some participants describing it as “it’s an enriching encounter”, it was an eye-opening workshop” “the program was very beneficial and interesting”. The workshop created a platform for robust dialogue and marked a critical step toward institutional reform. The second day had in attendance over eighty (80) women working in HEIs selected for a specialised training session led by project consultant Associate Professor Melissa Jorgie from the University of Roehampton, London. This training focused on equipping participants with strategies to overcome workplace barriers, particularly male aggression, that hinder women’s leadership aspirations. One participant remarked, “I came in with a fixed mindset and left with a full-blown change mindset. I deeply appreciate this experience.” The project evaluation reflected high levels of satisfaction, with an overall training score of 4.79 out of 5. Participants rated various aspects of the training highly, including relevance (4.75), comprehensiveness (4.73), clarity of information (4.68), quality of training materials (4.56), and achievement of learning objectives (4.70). Following the training, participants were invited to express interest in joining the mentoring scheme under the Women in Higher Education Support Hub (WHESH). The establishment of WHESH, aimed at empowering aspiring women leaders, was a pivotal outcome of this initiative, reinforcing the project’s commitment to fostering leadership and professional growth among women in academia.
Initial scoping analysis of project findings till this stage and as already envisaged by the project team indicated that mentoring is critical to enhancing women’s leadership in the Nigerian context. Due to high demand, the project expanded its initial plan to mentor 10 women to accommodate 35 mentees. Mentors, drawn from Nigeria, the UK, and Sweden, were accomplished women in senior leadership roles, primarily professors. Each mentee was paired with a mentor, and the mentoring scheme is deemed a success based on initial evaluations.
Building on project findings, a five-woman group was convened from July to September 2024 to co-design with the project team a strategy to enhance women’s representation in higher education leadership in Nigeria. Their deliberations resulted in a policy brief, now accessible on the project’s website, www.whesh.org. This website serves as a repository for all project activities, findings, and outputs.
The concluding events were held on December 11 and 12, 2024. The first day focused on engaging top management staff from HEIs across Kaduna State, including one vice chancellor, registrars, deputy vice-chancellors, directors and provosts. Discussions centred on institutionalising project outcomes including the policy brief, culminating in the issuance of the “Gender in Leadership Communique.” On December 12, training sessions for women academics including those in their early careers, mid careers and leadership and administrative positions addressed essential topics such as grant writing, academic publishing, collaboration, and visibility. These sessions were led by Associate Professor Olalekan Adekola (YSJ), Professor Ming Cheng (Sheffield Hallam University), Professor Hauwau E. Yusuf, and Dr. Asmau Ahmed (KASU). Feedback indicated high levels of satisfaction and relevance among participants.
The project’s initial successes are evident in the establishment of a new Centre for Mentorship and Career Development at KASU, endorsed by the university’s Vice-Chancellor. This centre will be working alongside the Higher Education Women’s Leadership Advancement (HILWA) initiative, to sustain and expand the project’s impact. Additionally, the project’s website has already generated significant traffic, reflecting its reach and relevance.
Conclusion
This partnership between YSJ and KASU has catalysed meaningful progress toward gender equality in higher education leadership in Nigeria. By fostering mentorship, training and capacity building, engaging diverse stakeholders, and institutionalising best practices, the project is poised to leave a lasting legacy. Its achievements offer a replicable model for other regions seeking to advance gender-inclusive leadership in academia.
Acknowledgement: Sincere thanks to the project team, all participants in the interviews and events, as well as the mentors who generously dedicated their time and patience as we navigated the initial teething challenges in setting up the scheme.