This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Airini, Collings, S., Conner, L., McPherson, K., Midson, B., & Wilson, C. (2011). Learning to be leaders in Higher Education: What helps or hinders women's advancement as leaders in universities. Educational Management Administration and Leadership, 39(1), 44–62. doi:10.1177/1741143210383896AiriniCollingsS.ConnerL.McPhersonK.MidsonB.WilsonC.2011Learning to be leaders in Higher Education: What helps or hinders women's advancement as leaders in universities391446210.1177/1741143210383896Open DOISearch in Google Scholar
Arnsperger Selzer, R., & Robles, R. (2019). Every woman has a story to tell: Experiential reflections on leadership in Higher Education. Journal of Women and Gender in Higher Education, 12(1), 106–124. doi:10.1080/19407882.2018.1534246Arnsperger SelzerR.RoblesR.2019Every woman has a story to tell: Experiential reflections on leadership in Higher Education12110612410.1080/19407882.2018.1534246Open DOISearch in Google Scholar
Bendels, M., Müller, R., Brueggmann, D., & Groneberg, D. (2018). Gender disparities in high-quality research revealed by Nature Index journals. PLoS ONE, 13(1), 1–21. https://doi.org/10.1371/journal.pone.0189136BendelsM.MüllerR.BrueggmannD.GronebergD.2018Gender disparities in high-quality research revealed by Nature Index journals131121https://doi.org/10.1371/journal.pone.0189136Search in Google Scholar
Benschop, Y., & Brouns, M. (2003). Crumbling ivory towers: Academic organizing and its gender effects. Gender, Work and Organization, 10(2), 194–212.BenschopY.BrounsM.2003Crumbling ivory towers: Academic organizing and its gender effects102194212Search in Google Scholar
Blackmore, J. (1989). Educational leadership: a feminist critique and reconstruction. In J. Smyth (Ed.), Critical Perspectives on Educational Leadership (pp. 63–87). The Falmer Press.BlackmoreJ.1989Educational leadership: a feminist critique and reconstructionInSmythJ.(Ed.)6387The Falmer PressSearch in Google Scholar
Blackmore, J. (2010a). Disrupting notions of leadership from feminist post-colonial positions. International Journal of Leadership in Education: theory and practice, 13(1), 1–6. http://hdl.handle.net/10536/DRO/DU:30031436BlackmoreJ.2010aDisrupting notions of leadership from feminist post-colonial positions13116http://hdl.handle.net/10536/DRO/DU:30031436Search in Google Scholar
Blackmore, J. (2010b). ‘The Other Within’: Race/gender disruptions to the professional learning of white educational leaders. International Journal of Leadership in Education, 13(1), 45–61. doi:10.1080/13603120903242931BlackmoreJ.2010b‘The Other Within’: Race/gender disruptions to the professional learning of white educational leaders131456110.1080/13603120903242931Open DOISearch in Google Scholar
Blackmore, J. (2013). A feminist critical perspective on educational leadership. International Journal of Leadership in Education, 16(2), 139–154. doi:10.1080/13603124.2012.754057BlackmoreJ.2013A feminist critical perspective on educational leadership16213915410.1080/13603124.2012.754057Open DOISearch in Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101BraunV.ClarkeV.2006Using thematic analysis in psychology3277101Search in Google Scholar
Brower, A., & James, A. (2020). Research performance and age explain less than half of the gender pay gap in New Zealand universities. PLoS ONE, 15(1), 1–13. https://doi.org/10.1371/journal.pone.0226392BrowerA.JamesA.2020Research performance and age explain less than half of the gender pay gap in New Zealand universities151113https://doi.org/10.1371/journal.pone.0226392Search in Google Scholar
Castillo-Montoya, M. (2016). Preparing for interview research: The interview protocol refinement framework. The Qualitative Report, 21(5), 811–831. https://doi.org/10.46743/2160-3715/2016.2337Castillo-MontoyaM.2016Preparing for interview research: The interview protocol refinement framework215811831https://doi.org/10.46743/2160-3715/2016.2337Search in Google Scholar
Ceci, S., & Williams, W. (2015). Women have substantial advantage in STEM faculty hiring, except when competing against more-accomplished men. Frontiers in Psychology, 6, 1–10.CeciS.WilliamsW.2015Women have substantial advantage in STEM faculty hiring, except when competing against more-accomplished men6110Search in Google Scholar
Currie, J., & Thiele, B. (2001). Globalization and gendered work cultures in universities. In A. Brooks & A. Mackinnon (Eds.), Gender and the Restructured University (pp. 90–115). Open University Press.CurrieJ.ThieleB.2001Globalization and gendered work cultures in universitiesInBrooksA.MackinnonA.(Eds.),90115Open University PressSearch in Google Scholar
Dubois-Shaik, F., & Fusulier, B. (2017). Understanding gender inequality and the role of the work/family interface in contemporary academia: An introduction. European Educational Research Journal, 16(2–3), 99–105. https://doi.org/10.1177/1474904117701143Dubois-ShaikF.FusulierB.2017Understanding gender inequality and the role of the work/family interface in contemporary academia: An introduction162–399105https://doi.org/10.1177/1474904117701143Search in Google Scholar
Eagly, A., & Karau, S. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109(3), 573–598. doi:10.1037//0033-295X.109.3.573EaglyA.KarauS.2002Role congruity theory of prejudice toward female leaders109357359810.1037//0033-295X.109.3.573Open DOISearch in Google Scholar
Education Counts. (2020). Tertiary Research. New Zealand Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/statistics/researchEducation Counts2020New Zealand Ministry of EducationRetrieved from https://www.educationcounts.govt.nz/statistics/researchSearch in Google Scholar
Fernando, D., & Prasad, A. (2018). Sex-based harassment and organizational silencing: How women are led to reluctant acquiescence in academia Human Relations, 72(10), 1565–1594. https://doi.org/10.1177/0018726718809164FernandoD.PrasadA.2018Sex-based harassment and organizational silencing: How women are led to reluctant acquiescence in academia721015651594https://doi.org/10.1177/0018726718809164Search in Google Scholar
Forster, N. (2001). A case study of women academics’ views on equal opportunities, career prospects and work-family conflicts in a UK university. Career Development International, 6(1), 28–38.ForsterN.2001A case study of women academics’ views on equal opportunities, career prospects and work-family conflicts in a UK university612838Search in Google Scholar
Harris, C. A., & Leberman, S. I. (2012). Leadership development for women in New Zealand universities: Learning from the New Zealand Women in Leadership Program. Advances in Developing Human Resources, 14(1), 28–44. doi:10.1177/1523422311428747HarrisC. A.LebermanS. I.2012Leadership development for women in New Zealand universities: Learning from the New Zealand Women in Leadership Program141284410.1177/1523422311428747Open DOISearch in Google Scholar
Heijstra, T., Einarsdóttir, Þ., Pétursdóttir, G. M., & Steinþórsdóttir, F. S. (2017). Testing the concept of academic housework in a European setting: Part of academic career-making or gendered barrier to the top? European Educational Research Journal, 16(2–3), 200–214. https://doi.org/10.1177/1474904116668884HeijstraT.EinarsdóttirÞ.PétursdóttirG. M.SteinþórsdóttirF. S.2017Testing the concept of academic housework in a European setting: Part of academic career-making or gendered barrier to the top?162–3200214https://doi.org/10.1177/1474904116668884Search in Google Scholar
Howe-Walsh, L., & Turnbull, S. (2016). Barriers to women leaders in academia: Tales from science and technology. Studies in Higher Education, 41(3), 415–428. http://dx.doi.org/10.1080/03075079.2014.929102Howe-WalshL.TurnbullS.2016Barriers to women leaders in academia: Tales from science and technology413415428http://dx.doi.org/10.1080/03075079.2014.929102Search in Google Scholar
Human Rights Commission. (2012). New Zealand Census of Women's Participation. Retrieved from https://www.hrc.co.nz/resources/business/census-womens-participation/Human Rights Commission2012Retrieved from https://www.hrc.co.nz/resources/business/census-womens-participation/Search in Google Scholar
Jauhar, J., & Lau, V. (2018). The ‘glass ceiling’ and women's career advancement to top management: The moderating effect of social support. Global Business and Management Research: An International Journal, 10(1), 163–178.JauharJ.LauV.2018The ‘glass ceiling’ and women's career advancement to top management: The moderating effect of social support101163178Search in Google Scholar
Jimenez, M., Laverty, T., Bombaci, S., Wilkins, K., Bennett, D., & Pejchar, L. (2019). Underrepresented faculty play a disproportionate role in advancing diversity and inclusion. Nature, Ecology & Evolution, 3, 1030–1033. https://doi.org/10.1038/s41559-019-0911-5JimenezM.LavertyT.BombaciS.WilkinsK.BennettD.PejcharL.2019Underrepresented faculty play a disproportionate role in advancing diversity and inclusion310301033https://doi.org/10.1038/s41559-019-0911-5Search in Google Scholar
Jonsen, K., Maznevski, M., & Schneider, S. (2010). Gender differences in leadership—believing is seeing: Implications for managing diversity. Equality, Diversity and Inclusion: An International Journal, 29(6), 549–572. doi:10.1108/02610151011067504JonsenK.MaznevskiM.SchneiderS.2010Gender differences in leadership—believing is seeing: Implications for managing diversity29654957210.1108/02610151011067504Open DOISearch in Google Scholar
Kloot, L. (2004). Women and leadership in universities: A case study of women academic managers. The International Journal of Public Sector Management, 17(6), 470–485. doi:10.1108/09513550410554760KlootL.2004Women and leadership in universities: A case study of women academic managers17647048510.1108/09513550410554760Open DOISearch in Google Scholar
Lewis, J. (2018). From modern sexism to gender microaggressions: Understanding contemporary forms of sexism and their influence on women. In C. Travis, J. White, A. Rutherford, W. Williams, S. Cook, & K. Wyche (Eds.), APA handbook of the psychology of women: History, theory, and battlegrounds (Vol. 1, pp. 381–397): American Psychological Association.LewisJ.2018From modern sexism to gender microaggressions: Understanding contemporary forms of sexism and their influence on womenInTravisC.WhiteJ.RutherfordA.WilliamsW.CookS.WycheK.(Eds.),1381397American Psychological AssociationSearch in Google Scholar
Massey University. (2017). Code of Ethical Conduct for Research, Teaching and Evaluations Involving Human Participants. Massey University.Massey University2017Massey UniversitySearch in Google Scholar
McAllister, T., Kidman, J., Rowley, O., & Theodore, R. F. (2019). Why isn’t my professor Maori? A snapshot of the academic workforce in New Zealand universities. MAI Journal, 8(2), 235–249. doi:10.20507/MAIJournal.2019.8.2.10McAllisterT.KidmanJ.RowleyO.TheodoreR. F.2019Why isn’t my professor Maori? A snapshot of the academic workforce in New Zealand universities8223524910.20507/MAIJournal.2019.8.2.10Open DOISearch in Google Scholar
Ministry of Women's Affairs. (2013). Realising the Opportunity: Addressing New Zealand's leadership pipeline by attracting and retaining talented women. Ministry of Women's Affairs.Ministry of Women's Affairs2013Ministry of Women's AffairsSearch in Google Scholar
Roberts, C. (2017). Advancing women leaders in academe: Creating a culture of inclusion. In S. Mukerji & P. Tripathi (Eds.), Handbook of research on administration, policy, and leadership in higher education (pp. 256–273). IGI Global.RobertsC.2017Advancing women leaders in academe: Creating a culture of inclusionInMukerjiS.TripathiP.(Eds.),256273IGI GlobalSearch in Google Scholar
Robnett, R. (2016). Gender bias in STEM fields: Variation in prevalence and links to STEM self-concept. Psychology of Women Quarterly, 40(1), 65–79. doi:10.1177/0361684315596162RobnettR.2016Gender bias in STEM fields: Variation in prevalence and links to STEM self-concept401657910.1177/0361684315596162Open DOISearch in Google Scholar
Schensul, J. J., & LeCompte, M. D. (2013). Essential ethnographic methods: A mixed methods approach (2nd ed.): Rowman & Littlefield.SchensulJ. J.LeCompteM. D.20132nd ed.Rowman & LittlefieldSearch in Google Scholar
Universities New Zealand. (2020). New Zealand Universities Women in Leadership Programme (NZUWiL). Retrieved from https://www.universitiesnz.ac.nz/about-universities-new-zealand/expert-and-working-groups/new-zealand-universities-women-leadershipUniversities New Zealand2020Retrieved from https://www.universitiesnz.ac.nz/about-universities-new-zealand/expert-and-working-groups/new-zealand-universities-women-leadershipSearch in Google Scholar
Veer, E., Zahrai, K., & Stevens, S. (2021). I stood by: The role of allies in developing an inclusive and supportive academic environment post #MeToo. Journal of Marketing Management, 37(1–2), 162–179. doi:10.1080/0267257X.2020.177234VeerE.ZahraiK.StevensS.2021I stood by: The role of allies in developing an inclusive and supportive academic environment post #MeToo371–216217910.1080/0267257X.2020.177234Open DOISearch in Google Scholar
Walker, L., Sin, I., Macinnis-Ng, C., Hannah, K., & McAllister, T. (2020). Where to from here? Women remain absent from senior academic positions at Aotearoa New Zealand's universities. Education Sciences, 10, 1–20. doi:10.3390/educsci10060152WalkerL.SinI.Macinnis-NgC.HannahK.McAllisterT.2020Where to from here? Women remain absent from senior academic positions at Aotearoa New Zealand's universities1012010.3390/educsci10060152Open DOISearch in Google Scholar
Yang, Y., & Carroll, D. (2016). Understanding female STEM faculty experiences of subtle gender bias from microaggressions perspective. Paper presented at the ASEE Annual Conference & Exposition, New Orleans, LA.YangY.CarrollD.2016Paper presented at the ASEE Annual Conference & ExpositionNew Orleans, LASearch in Google Scholar