Assessing the role of women leadership in shaping EDI policies and initiatives in the Higher Education Management UK using SLR

Sidhu, R.G ORCID: 0009-0000-3128-0867 (2025) 'Assessing the role of women leadership in shaping EDI policies and initiatives in the Higher Education Management UK using SLR.' Equity in Education & Society. doi: 10.1177/27526461251409409

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Abstract

Purpose: This research explores the impact of women’s transformational leadership on Equity, Diversity, and Inclusion (EDI) policies within higher education in the UK. Despite significant advancements in gender equity, the specific role of women leaders in shaping EDI policies has not been thoroughly investigated. Women remain underrepresented in senior academic leadership positions due to structural inequalities and cultural biases that prioritize male leadership. This study seeks to understand whether women leaders, through transformational leadership, can influence the development and implementation of EDI initiatives, fostering a more inclusive academic environment. Methodology: A meta-synthesis was conducted as part of a systematic review (6 tight-focussed articles) and meta-analysis (56 wider articles), following PRISMA guidelines, to examine the relationship between women’s leadership and EDI policies in higher education. The study synthesized evidence from diverse sources, evaluating the quality of included studies. The central research question was: Are women leaders and their leadership styles actively promoting EDI? The analysis integrates findings to assess the impact of women’s transformational leadership on advancing EDI initiatives, highlighting successes, challenges, and areas needing further exploration. Findings: The study reveals that women leaders who adopt transformational leadership styles significantly influence EDI policy development, aligning policies with institutional values and fostering inclusive academic environments. However, few women are afforded the opportunity to assume leadership roles, limiting the broader impact of such leadership. Institutions led by committed women leaders are more likely to implement comprehensive EDI strategies, affecting recruitment, promotion, and retention practices. Strong leadership correlates with robust EDI policies, enhancing staff and student outcomes. Faculty and students who perceive leaders as champions of diversity report higher engagement, greater job satisfaction, and improved collaboration and innovation. Originality/Theoretical Contribution: This research addresses a gap in the literature by linking women’s transformational leadership to EDI policy development in higher education – a relationship that has not been explicitly explored. The study contributes theoretically by demonstrating how leadership styles can shape institutional culture and policy implementation, providing a nuanced understanding of gender, leadership, and organizational change within academic contexts. Practical Implications: Findings offer actionable insights for university leaders and administrators: promoting women into senior roles can enhance the development and implementation of EDI policies. Leadership development programmes that foster transformational leadership among female academics could help institutions create more inclusive, equitable environments. Societal/Policy Implications: Women in transformational leadership positions can contribute to a fairer society by influencing institutional practices that promote equity, diversity, and inclusion. Policy interventions should focus on increasing women’s representation in executive and senior roles, ensuring EDI policies leverage women’s leadership potential. Broader societal benefits include enhanced organizational performance, improved workplace culture, and stronger support for historically marginalized groups. Limitations: This study is limited by the scarcity of research specifically addressing women’s leadership in higher education. Leadership in academia remains underexplored, particularly concerning the barriers female academics face and how they navigate systemic power dynamics. Additionally, while PRISMA meta-synthesis provides a structured approach, it may exclude studies using unconventional methodologies and risk oversimplifying complex phenomena. Despite these limitations, the approach highlights gaps and underexplored areas, paving the way for future interdisciplinary research.

Item Type:	Article
Keywords:	higher education, women, gender, leadership, academic, EDI, management
Divisions:	Bath Business School
Date Deposited:	05 Jan 2026 11:47
Last Modified:	05 Jan 2026 11:47
ISSN:	2752-6461
URN:	https://researchspace.bathspa.ac.uk/id/eprint/17499

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