Advancing Women’s Leadership in United Arab Emirates Higher Education: Perspectives from Emirati Women

Abstract

The imperative for an ongoing review and comprehension of the challenges and methodologies for enhancing diversity and inclusion of women in senior leadership within higher education is well-documented. This study aims to illuminate the perspectives of Emirati women regarding their leadership trajectories, evaluating the effectiveness of current policies, the obstacles encountered, and strategies to advance women’s leadership in higher education. Utilizing a concurrent mixed-methods approach, we collected and analyzed both quantitative and qualitative data from 103 female Emirati leaders in higher education institutions across the United Arab Emirates (UAE). The findings reveal a prevailing sentiment among participants that policies intended to promote Emirati women’s inclusion in senior leadership roles are mostly ineffective. Key challenges identified include barriers to career progression, disparities in institutional support, and pervasive gender biases. However, participants also offered insights into potential strategies to enhance the inclusion of Emirati women in leadership positions, including leadership training programs, robust policy development, and initiatives to improve work–life balance, networking opportunities, and reward systems.

1. Introduction

In the dynamically evolving global landscape, gender equality in leadership positions has become increasingly critical. This issue is grounded in the principle of providing equal opportunities, rights, and responsibilities to both men and women. The United Nations’ 2030 Agenda for Sustainable Development highlights this through Goal 5, which is dedicated to achieving gender equality and empowering women [1]. Despite global commitments, practical outcomes often lag, as evidenced by a 2023 LinkedIn report showing that women hold only 32% of global leadership positions, reflecting a mere 1% increase since 2016 [2]. In higher education, the gender disparity is even more pronounced. For example, women occupy only 22% of leadership positions at top research universities in the United States [3] and, as of 2017, 15 out of 27 countries hosting the world’s top 200 universities lacked female representation in senior leadership [4]. A recent systematic literature review on women in higher education leadership highlights even broader gender gaps internationally [5].

In the UAE, Emirati women have made significant advances in higher education, constituting 70% of university graduates and 56% of those specializing in STEM fields. Supported by a 95.8% literacy rate, they have achieved notable participation in leadership, particularly in the public sector, where women hold 66% of jobs and 30% of leadership roles. Additionally, Emirati women manage over 23,000 businesses and occupy 15% of board positions in chambers of commerce, reflecting their growing influence across sectors [6,7,8]. Government initiatives, such as equal representation in the Federal National Council and the establishment of the Gender Balance Council, have been pivotal in securing women’s leadership roles. However, challenges remain in achieving senior leadership roles in higher education due to diverse leadership styles and structural barriers, underscoring the need for targeted strategies [9,10,11]. While a few women hold leadership roles, such as unit director, department chair, dean, and vice-chancellor, the same cannot be said for the highest positions, including president and chancellor. For instance, among the top-ranked universities, only one is currently led by a female president. Meanwhile, research shows that institutions led by women tend to be more inclusive and provide better conditions for female staff [12], making it crucial to address these disparities.

The representation of Emirati women in higher education leadership within the UAE mirrors a global issue, also observed in Saudi Arabia [9]. Several barriers contribute to this underrepresentation, including institutional policies, societal norms, and cultural expectations, which collectively impede their progress to leadership roles [11]. Additionally, the organizational culture in higher education often perpetuates disparities and limits the potential of women aspiring to such positions [13]. Addressing these challenges is vital for advancing gender diversity and fostering a more inclusive leadership environment in higher education.

However, charting effective solutions requires a comprehensive understanding of the contextual factors that complicate professional growth in today’s diverse educational settings [14]. This study aims to explore and illustrate the experiences of Emirati women in attaining and sustaining leadership roles in higher education. The anticipated outcomes include actionable recommendations for educational institutions, policymakers, and community stakeholders to ensure the achievement and sustainability of these goals within the UAE, the Middle East, and beyond.

1.1. Factors Influencing Gender Disparities in Leadership Positions within Higher Education

The literature on gender disparities in leadership positions within higher education reveals ongoing challenges and emerging strategies aimed at fostering greater gender equity. Despite increased awareness and efforts, women remain underrepresented in senior leadership roles in academia. Structural barriers, such as gender biases in hiring and promotion practices, hinder women’s advancement [15,16]. This inequity often manifests as unequal access to opportunities, resources, and benefits based on gender, leading to unfavorable treatment and reduced professional advancement for women [17].

Additionally, women in academia often face the dual burden of professional responsibilities and societal expectations, particularly concerning caregiving roles, which further limits their ability to ascend to leadership positions [18,19]. These barriers are exacerbated by institutional cultures that may not support women’s leadership aspirations, often leading to an underrepresentation of women in senior leadership positions within higher education institutions [20].

In academia, the stark underrepresentation of women in top leadership roles, including university presidents, provosts, and deans, highlights a pervasive and systemic issue. This gender disparity reflects entrenched societal biases concerning gender roles, particularly within esteemed institutional environments. Such biases also result in the underutilization of a significant pool of administrative talent, thereby hindering the advancement and diversity of academic leadership [21].

Besides, the pathway to leadership for women in academia is influenced by a myriad of sociocultural factors. Family obligations, diminished self-confidence, and prevailing gender biases in the appointment to leadership roles often deter women from ascending to higher positions. Furthermore, outdated perceptions of women as the weaker gender continue to undermine their professional credibility and opportunities [22,23].

Organizational cultures and established norms also pose significant barriers. These include the suitability of women for fieldwork and the perception of limited capacities, which collectively restrict women’s professional growth and leadership aspirations. Addressing these factors is critical to ensuring that women can access and excel in leadership roles within academia [23].

Moreover, stereotypes and prejudices play a significant role in shaping perceptions of women’s capabilities as leaders. The underrepresentation of women in senior leadership roles is partly due to these pervasive biases, which act as a subtle but significant hindrance to their advancement. Recognizing and addressing second-generation (subtle and unintentional) gender biases is necessary to create a more equitable environment. Studies have highlighted how stereotypes affect the professional regard given to female leaders, impacting their opportunities and aspirations [17,24,25].

1.2. Initiatives and Interventions Required to Promote Women’s Leadership in Higher Education

To effectively champion women’s leadership within higher education, it is imperative to implement comprehensive initiatives and interventions that tackle the unique challenges women face in securing and advancing in leadership positions. Policies such as affirmative action and equal opportunity have been crucial in improving women’s representation in leadership roles, creating a more level playing field in academia [26]. Work–life initiatives, including flexible work arrangements and family-friendly policies, are integral to these policies, helping women balance their personal and professional responsibilities and thereby empowering them to pursue and sustain leadership roles [24].

Leadership development programs specifically tailored for women have gained attention as effective tools to advance women’s leadership. These programs provide tailored training, mentoring, and skill-building opportunities that enable women to overcome barriers and develop the necessary competencies for leadership roles [26]. For example, campus-based women’s centers often serve as nurturing grounds for these programs, fostering a pipeline of future women leaders within academic institutions. In addition, implementing these policies equitably and fairly, ensuring transparency and consistency within diverse cultural contexts, is essential [27].

Mentorship and networking are also pivotal in fostering women’s leadership aspirations and career progression. The support and guidance offered through mentorship programs provide invaluable encouragement and insights, enabling women to navigate the challenges of leadership [15,16,23]. Furthermore, networking opportunities allow women to connect with peers and leaders, helping to challenge stereotypes and promote leadership diversity [17]. Institutions can enhance this process by engaging stakeholders, including international experts and community leaders, and by forming partnerships with private entities to complement their efforts [28].

Moreover, there is a growing emphasis on the importance of challenging and changing organizational cultures that perpetuate gender biases. By fostering environments where women’s contributions are valued and their leadership potential is nurtured, higher education institutions can play a crucial role in promoting gender equity in leadership and ensuring that women are well-represented at all levels of academic governance [29,30]. In addition, organizational practices must be sensitive to the gender-specific challenges faced by women. Creating an inclusive environment that recognizes and addresses these challenges is crucial for supporting women’s leadership journeys. Research underscores the importance of acknowledging and valuing diverse leadership styles and contributions, such as inclusive leadership. As workplaces become more diverse, leaders must be open, accessible, and appreciative of all employees, regardless of background [31]. This approach aligns with the goal of fostering the inclusion of Emirati women in leadership roles.

1.3. Research Questions

Based on the background of the study and the literature reviewed, we aim to critically examine and illustrate Emirati women’s perspectives on their journey to attaining and maintaining leadership roles in higher education. In doing so, we seek to identify the barriers they have encountered within various higher education contexts in the UAE. Furthermore, we aim to explore their understanding and the influence of existing policies. Lastly, we endeavor to identify measures for enhancing their inclusion in leadership roles within higher education. Thus, we crafted the following research questions to guide the data collection and analysis procedures:

• What are the key barriers and challenges that hinder Emirati women from attaining and maintaining leadership positions in higher education institutions?
• How do institutional policies on gender diversity and inclusion influence leadership opportunities for Emirati women in higher education institutions?
• How can strategic interventions be developed and implemented to improve the opportunities and sustainability of leadership roles for Emirati women in higher education institutions?

2. Materials and Methods

2.1. Research Methods and Validation

We adopted a concurrent mixed-methods approach to examine the leadership experiences of Emirati women in higher education within the UAE. The quantitative component provided a structured analysis of participation rates and leadership outcomes, enabling the identification of longitudinal patterns [32]. Conversely, the qualitative approach offered in-depth insights into the lived experiences and challenges faced by Emirati women in leadership roles, highlighting intricate cultural and institutional barriers [33]. The integration of qualitative and quantitative findings facilitated a comprehensive understanding of the issues within the study’s context. Through methodological triangulation, this study not only validated the data but also enhanced the reliability and robustness of the conclusions. This aligns with previous research that underscores the value of mixed methodologies in educational leadership studies [34].

Furthermore, the research approach and procedures were validated through iterative feedback to refine the study plan. The first author shared an initial draft of the research plan with the second author, who thoroughly revised it, adding new information and resources where necessary. Subsequently, the draft was presented to a group of approximately eight stakeholders in the education sector, including higher education scholars and practitioners with expertise in educational leadership. The collaborative process of refining the research plan underscores the rigorous approach taken to ensure the study’s validity and relevance [33,35]. This iterative feedback mechanism not only strengthened the research design but also ensured that the study was well-grounded in practical realities and expert insights.

2.2. Data Collection and Participants

In collecting data for this study, we employed a self-designed questionnaire divided into two sections. The first section focused on gathering participants’ demographic information, while the second section collected both quantitative and qualitative data to answer the research questions. This was achieved through a combination of closed and open-ended questions. Before administering the questionnaire, we subjected it to a thorough validation process to ensure the items would effectively contribute to achieving the study’s goals. Additionally, we obtained ethical clearance from our university’s research ethics committee under the approval number REC-24-01-04-02-PG.

To recruit participants, we purposively invited approximately 200 Emirati women in leadership positions across higher education institutions in the UAE to complete the electronic questionnaire. The first author identified potential participants by searching a professional platform (LinkedIn) for Emirati women with leadership responsibilities in higher education and shared the questionnaire link with them. Among those contacted, some are academic, while others are nonacademic staff in higher education. In terms of leadership positions occupied, some are faculty, department chairs, unit directors, and administrative staff. The questionnaire link was also disseminated through the Human Resources and Information Technology units of various higher education institutions, requesting their assistance in reaching Emirati women in leadership roles. After two months, 103 Emirati women agreed to participate and completed the questionnaire, accounting for 52% of those contacted.

Table 1. Democratic information of the participants (n = 103).

Category	Subcategory	Number of Participants	Percentage (%)
Educational Qualification	PhD	44	38.9%
	Master’s	47	41.6%
	Bachelor	10	8.8%
	Diploma	1	0.9%
	Other	1	0.9%
Type of Institution	Public University	55	48.7%
	Private University	30	26.5%
	Government College	9	8.0%
	Technical	1	0.9%
	Nil	3	2.7%
Age Group	18–24	2	1.8%
	25–34	10	8.8%
	35–44	43	38.1%
	45–54	41	36.3%
	55–64	7	6.2%
Years of Experience in Leadership	5–9	39	34.5%
	10–14	32	28.3%
	15–19	13	11.5%
	20+	6	5.3%

provides insights into their demographic characteristics.

As Table 1 shows, the majority of the participants have advanced degrees, indicating a highly educated cohort with specialized knowledge and skills. For the participants’ age distribution, the largest groups are aged 35–44 (43%) and 45–54 (41%), suggesting that the group has significant experience and could be predominantly mid-career professionals. Not surprisingly, most participants have 5–9 years (39%) and 10–14 years (32%) of experience in leadership roles, indicating a stable and experienced leadership base. With only 6% having more than 20 years of leadership experience, this revelation might indicate an inadequacy of senior leadership, which could impact long-term strategic directions and mentorship for less experienced leaders. As for their institution type, public universities make up 55%, followed by private universities at 30%. This data indicates that the government is a major employer, which might impact job security, funding sources, resource availability, and institutional policies.

2.3. Data Analyses

We analyzed the data using two principal methodologies to ensure a robust examination of the findings. Firstly, we processed the quantitative data using descriptive statistical techniques, such as percentages and weighted means. This approach was chosen to highlight dominant responses, thus elucidating the implications of these trends on the research premises [36]. Secondly, we subjected the qualitative data to thematic analysis, where patterns were identified, and prevalent perspectives among participants were distilled [37]. This dual-method approach facilitated a comprehensive synthesis of the data, enhancing the interpretative depth of the study.

In presenting the results, we meticulously aligned the data with the research questions to demonstrate clear answers and insights derived from the study. Furthermore, the findings were interwoven with existing literature, ensuring a scholarly discourse that reinforces the study’s validity and aligns with established research [38]. This integration not only contextualizes our results within the broader academic dialogue but also substantiates the relevance and reliability of our conclusions.

3. Results

In this section, we present the results emanating from the quantitative and qualitative data collected to address the research questions and objectives of the study. As mentioned in the previous section, we integrated the data sets into a cohesive joint presentation to facilitate a more robust comparative exploration. Besides, the research questions serve as the framework for organizing the results, ensuring a coherent and focused examination of the findings.

3.1. What Are the Key Barriers and Challenges That Hinder Emirati Women from Attaining and Maintaining Leadership Positions in Higher Education Institutions?

In addressing this research question, we asked participants to indicate whether they have personally experienced barriers and challenging conditions in their pursuit of leadership positions in UAE higher education. Additionally, we inquired if cultural expectations influence their perceived barriers to gender diversity and inclusion within their work contexts. Figure 1 centers on their personal experiences with these challenges and hindering factors.

Figure 1 reveals that most participants (92%) reported experiencing barriers and challenges in their journey to attaining and keeping leadership roles within this research context. This finding suggests the presence of systemic issues or common obstacles within the participants’ work settings that require thorough understanding and targeted interventions for effective solutions. Consequently, we asked the participants to indicate the extent to which cultural expectations may have impacted their perspectives of challenges and barriers experienced in their various institutions in the UAE. Figure 2 details their responses.

Figure 2 shows that more than half of the participants perceive cultural expectations as substantial barriers (58%) to Emirati women’s inclusion in leadership positions in their workplaces, while 28% report moderate barriers. With a weighted mean score of 3.60, this result highlights a prevalent view that cultural expectations pose a considerable challenge for Emirati women, suggesting a need for re-orientation and a warm reception to policies promoting women’s inclusion in leadership roles. To achieve this, it is essential to consider the participants’ views on the hindering and challenging factors in their pursuit of attaining and sustaining leadership positions in the study context.

Therefore, to gain deeper insights into the barriers and impeding conditions faced by the participants, we collected and rigorously analyzed qualitative data. From this analysis, four salient themes emerged, each elucidating specific challenges.

3.1.1. Career Path Opportunities and Progression Challenges

Participants indicated that they have difficulties and obstacles hindering their career growth as Emirati women, including the absence of information about career plans and paths for attaining leadership roles. This is enunciated below:

There is a lack of understanding about career paths and the steps needed to reach leadership positions.

Lack of consideration for basic needs, and the existence of a clear plan aimed at reaching the goal required by the entity.

Lack of opportunities for junior staff in leadership positions and underestimation of women’s effort.

3.1.2. Gender Prejudice and Discrimination

Participants reported gender bias and discrimination challenges as hindering factors for them to attain and keep leadership roles, as shown in the texts below:

Gender bias and stereotypes can limit networking opportunities and promote women’s leadership abilities.

Gender biases and stereotypes, and limited access to professional growth opportunities.

Constant criticism from officials and lack of appreciation for women’s nature, even from women, discourage women from reaching senior positions.

These discriminating acts are grounded in the belief that women may not be able to lead effectively in some roles, including directorship and research-focused roles:

The belief that women are emotional and incapable of making decisions contributes to underestimation of women’s capabilities and underrepresentation in leadership roles.

Challenges including underestimating the abilities in comparing with male directors. For example, chairing committees.

Preference for men due to personal life engagement, often leading to underestimation of women’s capabilities.

3.1.3. Gendered Work–Life-Related Challenges

Participants highlighted discrepancies in institutional support between staff of different genders, largely due to the additional responsibilities women bear in society. These disparities in support presented a significant challenge for women in their efforts to aspire to and sustain leadership roles, as the following excerpts illustrate:

There is a lack of support for women in leadership roles, work–life balance, and networking.

Work–life balance issues, with men often preferred in leadership roles.

Work–life time management, family responsibilities, and limited networking within the same industry.

3.1.4. Cultural Expectations and Sentiments

Participants expressed concerns about the impact of cultural expectations in some quarters, reducing the inclusion rate of women in leadership roles. They explained thus:

Cultural expectations and traditional gender roles pose significant obstacles for Emirati women in higher education leadership.

Cultural and societal norms, limited representation, and lack of policies to support Emirati women contribute to these challenges.

Cultural beliefs that women cannot lead like men, leading to underrepresentation in leadership roles.

From the quantitative data, it is evident that most participants have encountered hindering conditions, often rooted in cultural expectations deeply embedded within institutional fabrics and systems. Supporting this, the qualitative data highlight key themes as impediments in the study’s context, including cultural sentiments, gendered work–life challenges, and career progression obstacles. These findings underscore the need for targeted efforts to address the issues that hinder women from attaining and sustaining leadership positions.

3.2. How Do Institutional Policies on Gender Diversity and Inclusion Influence Leadership Opportunities for Emirati Women in Higher Education Institutions?

To address the research question, we asked participants to respond to questions about the effectiveness of institutional policies, their satisfaction with current leadership positions, their satisfaction with available resources, and their overall well-being. Their perspectives on these four aspects can help determine the influence of institutional policies on their leadership journey and experience. Figure 3 shows participants’ ratings of the existing institutional policies promoting gender diversity and inclusion within leadership roles.

As illustrated in Figure 3, most participants (67.9%) perceive the current policies as ineffective, with an additional 12.6% finding them very ineffective. The red dashed line represents a weighted mean of 2.20, suggesting that the average perception of the policies falls between ineffective and neutral but leans more towards ineffective. These data highlight a significant shortcoming in the existing policies, indicating that they are not positively impacting the participants, as they are not achieving their objectives. Consequently, there is a need to explore participants’ views on the available resources supporting these policies, regardless of the institution. Figure 4 illustrates the extent of their satisfaction with the support and resources provided by their respective institutions.

Figure 4 shows that over half of the participants (51%) are somewhat dissatisfied with institutional support and resources, while 16% are very dissatisfied. This result indicates a significant overall level of dissatisfaction. With a weighted mean satisfaction score of 2.30, which falls below the midpoint of the scale, the data suggest a need to overhaul the resources intended to enhance Emirati women’s inclusion in leadership positions.

To effectively address this, it is crucial to determine the extent to which participants are satisfied in their leadership roles. Therefore, we asked participants to indicate their level of satisfaction with their leadership positions. Figure 5 highlights the participants’ satisfaction with their current leadership roles, as influenced by the existing policies within their work contexts.

Figure 5 reveals that a significant portion of participants (40%) are somewhat dissatisfied, while 7% are very dissatisfied, highlighting a notable level of dissatisfaction. Additionally, a relatively large segment (35%) is neutral, indicating that these participants do not hold strong opinions either way. The weighted mean of 2.67, falling between somewhat dissatisfied and neither satisfied nor dissatisfied, suggests that overall sentiment leans slightly towards dissatisfaction. This finding underscores the need to enhance satisfaction by addressing the concerns of those who are somewhat or very dissatisfied, while also understanding the reasons behind the neutrality among a substantial portion of the participants. Besides, Figure 6 illustrates the participants’ views on their well-being in their current leadership roles.

Figure 6 shows that many responses focused on the average and above-average categories, with 45% of participants rating the performance as average and 37% as above average. The weighted mean of 2.38 further underscores that the general perception of performance skews towards moderate to slightly above moderate. However, the 11% of respondents indicating below average highlight critical areas requiring targeted improvements.

Delving into the underlying reasons for these lower ratings is essential for developing effective strategies to enhance overall performance. Doing this will require seeking the participants’ knowledge of the existing leadership in their institutions. Thus, we asked them to clarify the specific leadership development programs for women in leadership roles within their workplaces. The data analysis revealed two primary themes: institutional initiatives and individual contributions:

3.2.1. Institutionalized Leadership Training and Programs

Participants mentioned that some institutions have leadership development initiatives. The sentiment is explained thus:

Many universities have leadership development programs, mentorship opportunities, and networking initiatives tailored for women in leadership roles. These programs can provide valuable support, guidance, and resources for women aspiring to advance in their careers.

The university’s Education and Leadership Center provides all support.

Courses for women regarding leadership development and professional guidance

However, some indicated that the leadership programs available in their institutions are generic, irregular and not customized to prepare Emirati women for leadership roles.

General program in leadership—how to create network—how to lead big number of employees—emotional intelligence; participating in conferences

I had a women leadership training once years ago. In general, trainings are done for both genders without separation.

We have normal trainings related to our duties but not to prepare us for leadership.

3.2.2. Individual Efforts and Support from Colleagues

Participants acknowledged the absence of specific leadership training and support for Emirati women in their institutions. However, they thought that an individual’s determination to work on themselves and reflect on their prior experiences could enhance their leadership skills, as shown below:

No, at all everyone should work on herself

No, we can do it on a personal ground

No, every woman should work on her desired path

In doing this, they believe reflecting on their past experiences and support from colleagues with substantive expertise, such as deans, can help:

Benefiting from previous experiences

Most of the guidance is through the dean of the college, who contributes greatly to developing my experiences and supports me in any administrative obstacle.

As the qualitative results show, participants consistently highlighted that individual efforts enhance the effectiveness of leadership training, highlighting issues with the policies and essential place of complementary efforts. Thus, the combined quantitative and qualitative findings indicate that participants’ well-being is not adversely impacted by current leadership roles. However, they exhibit negative dispositions regarding the effectiveness and satisfaction with existing policies, underscoring the need to fortify support structures. Strengthening these mechanisms will not only enhance leadership efficacy but also significantly improve participant well-being.

3.3. How Can Strategic Interventions Be Developed and Implemented to Improve the Opportunities and Sustainability of Leadership Roles for Emirati Women in Higher Education Institutions?

To address this question, we asked participants to share their thoughts on measures for enhancing the inclusion of Emirati women in leadership roles, as well as on specific essential policies and practices. Regarding measures to reduce challenges and increase the chances of Emirati women securing leadership positions, six themes emerged from the qualitative data, detailed below with appropriate supporting vignettes:

3.3.1. Leadership Development and Support

Participants highlighted the need to develop and implement leadership development to address the challenges hindering Emirati women from attaining leadership roles:

Training on leadership skills

They can address these barriers through training programs for the leadership, how to support women.

Providing training and mentoring programs for women to develop their leadership skills.

3.3.2. Policy Development and Enactment

Participants indicated that enacting policies for addressing barriers faced by Emirati women while striving to gain leadership roles is highly essential, as shown below:

Implement new policies that specifically address barriers faced by women in leadership positions.

Establish policies and procedures to support women leadership inviting successful women in leadership

Higher Education institutions should have policies to address these barriers and should reviewed carefully.

3.3.3. Work–Life Balance and Flexibility

Participants reiterated the need for work–life balance and flexible work arrangements to address the challenges hindering Emirati women in leadership positions:

Addressing work–life imbalance

Changing work culture to encourage work–life balance.

Implementing flexible work arrangements to cater to the diverse needs of women, while considering their family responsibilities and personal commitments, can help in achieving work–life balance and promoting career growth.

3.3.4. Networking and Community Building

Participants underscored the need to promote networking and community-building opportunities as measures to reduce the challenges that Emirati women face as they strive to achieve leadership roles:

Networking opportunities where such barriers can be discussed.

Establishing social networking networks, activating the role of the media to highlight the role of women and that there are many distinguished women in various sectors, encouraging research on women

Provide women with networking opportunities where they can understand how to deal with such barriers

3.3.5. Cultural Sensitivity and Awareness

Participants suggested the need for raising awareness about discrimination and diversity to promote a more inclusive work environment:

Conduct training sessions on unconscious bias for all staff, including leadership.

Promote awareness and strategies for mitigating biases in decision-making processes.

Engage in initiatives promoting diversity in leadership roles and collaborate with external organizations and government agencies to promote gender equality and women’s empowerment.

3.3.6. Recognition and Reward

Participants indicated the need for recognizing and rewarding outstanding efforts of Emirati women in leadership roles as that can stimulate them and others:

Respect the women’s effort, appreciation and rewarding.

Reward women for their achievements and contributions.

Research papers to find solutions, groups with social media to support women and reward those who are working in education.

As the data revealed, the participants acknowledged that the challenges hindering Emirati women in leadership roles are surmountable with carefully developed and implemented measures. Prominent among these measures are leadership development initiatives, work–life balance and flexibility, recognition, and networking opportunities.

To support mechanisms that can mitigate these challenges, we asked participants to identify specific institutional policies and practices to strengthen Emirati women’s inclusion in leadership roles. Four themes emerged from the qualitative data, as detailed below:

3.3.7. Mentorship Initiatives

Participants overwhelmingly identified mentorship initiatives as a practice that can strengthen Emirati women’s inclusion in leadership positions. Their thoughts are exemplified as follows:

One way to enhance support for the inclusion of Emirati women in leadership positions is to implement mentorship programs specifically tailored to their needs and experiences.

Establish mentorship programs for connecting aspiring female leaders with experienced mentors within the institution or industry. These programs aim to offer guidance, support, and skill development opportunities.

Establish mentorship and sponsorship programs for female leaders, offer training programs on leadership skills, negotiation, and effective communication.

The participants believe that Emirati women in higher education will develop leadership skills, including negotiation and communication, through mentorship endeavors and initiatives.

3.3.8. Inclusion and Diversity Policies

Participants noted that the inclusion of Emirati women in higher education can be enhanced with the creation of more inclusive and diverse recruitment procedures and policies for leadership roles. These thoughts are enunciated below:

Implement clear diversity and inclusion policies addressing gender equity in leadership positions, including recruitment, promotion, and professional development opportunities.

Develop and implement diversity and inclusion policies that explicitly address gender equity in leadership positions. These policies should cover recruitment, promotion, and professional development opportunities.

Creating a more inclusive and diverse recruitment process for leadership positions can help ensure that Emirati women are given equal opportunities to pursue and excel in these roles.

Employing the policies will ensure that Emirati women are provided with a level playing field to aspire to, attain, and keep leadership positions.

3.3.9. Work–Life Balance Policies

Participants emphasized the need for implementing policies that support work–life balance, such as flexible working hours, and flexible work arrangements.

Work–life balance, cooperating with other universities, leadership programs policy

Work–life balance culture policies

Work–life management policies, policies guarantee that women can have leadership positions in the future.

Undertaking and adopting the policies can help accommodate the needs of women with family responsibilities, leading to job satisfaction.

3.3.10. Training and Professional Development Policies

Participants acknowledged the critical place of training and professional development practices as essential for Emirati women’s inclusion in leadership roles:

Policy for training Emirati women to leadership positions.

There should be policies that clearly define the career path of Emirati women and training polices, including time management policies for the women to support them.

Training policy for UAE nationals

A participant highlighted the need to properly implement policies and regular evaluation of their effectiveness through key performance indicators (KPIs):

It is not about the policy, we know that it exists, but to what extent is the policy being implemented? There should be effective and reflective KPIs to measure the inclusion of Emirati women in leadership positions on a yearly basis.

These revelations underscore the necessity of implementing some measures to mitigate the challenges faced by participants in this study’s setting. However, such measures may require institutional policies focusing on mentoring schemes, work–life balance, and training. Implementing these institutional policies can help strengthen the recommended measures and foster a more supportive environment for Emirati women in leadership roles.

4. Discussion

This study examines the leadership trajectories of Emirati women, focusing on the challenges they face in attaining senior roles, the influence of existing policies, and strategies to enhance their leadership opportunities within higher education. Although Emirati women constitute 70% of university graduates and have advanced in business and public sector leadership [6,7,8], our findings reveal significant barriers in higher education leadership. These barriers, consistent with the literature on institutional and cultural challenges in the Middle East [9,10,11], persist even among seasoned leaders with 5–9 years and 10–14 years of experience, raising questions about the effectiveness of current policies. Despite their experience, these women face gender prejudice, career progression issues, and gendered work–life challenges, reflecting broader gender disparities in higher education leadership [15,16,17,18]. Cultural expectations and institutional practices negatively impact their perceptions of the leadership roles available to them, compounding these challenges. Our qualitative data highlights cultural sentiments, gendered work-related issues, and discrimination, suggesting that current practices may be symbolic or lack enforcement, underscoring the need for data-driven, inclusive, and effective policies. Ignoring these issues could result in the continued underutilization of Emirati women in highly qualified employee pools [21], thereby hindering efforts to strengthen the diversity of academic leadership. Moreover, adopting these policies can help ensure that support measures are customized based on credible and institution-specific statistics.

There is no doubting the fact that the literature emphasizes the importance of policies promoting equal opportunities to enhance women’s leadership in higher education [23,25]. However, our findings reveal a significant gap in the effectiveness of current policies aimed at fostering gender diversity and inclusion for Emirati women in leadership roles. Most participants perceive these policies as ineffective, expressing dissatisfaction with leadership positions, resources, and overall well-being. This gap may stem from various factors. The high educational qualifications of participants with PhDs and Master’s degrees suggest heightened expectations for policy efficacy, yet these policies often fail to address the specific cultural and institutional barriers faced by women. This revelation aligns with previous studies highlighting the symbolic nature of many diversity initiatives that lack enforcement and accountability mechanisms [9,10]. Additionally, differences in institutional types, including public and private, suggest variability in the execution of diversity policies, pointing to the need for a more robust and standardized approach across institutions in the UAE. Insights from our qualitative data also reveal critical disconnects in leadership development programs, which are often irregular and generic, failing to align with the challenges faced by highly educated women [6,7,8]. The need for additional, individual support further underscores the inadequacy of current institutional structures.

Lastly, our findings highlight an urgent need for strategic, well-integrated measures to enhance leadership opportunities for Emirati women in higher education. Leadership development programs must be consistent and culturally tailored, moving beyond the superficial, irregular initiatives currently in place. These programs should directly address the complex barriers faced by Emirati women, including the critical issue of work–life balance. Without genuine flexibility in work arrangements, the professional and personal demands placed on these women will continue to impede their leadership potential. Additionally, cultural sensitivity within leadership structures is essential. Addressing unconscious biases and fostering an inclusive culture are foundational steps toward dismantling the entrenched norms that limit women’s leadership roles [23,24]. Complementing the measures on the policy front, institutions must implement clear, enforceable diversity and inclusion policies that address gender equity throughout the leadership pipeline to effect real change. Regular monitoring and evaluation through KPIs are essential to ensure these policies are not only in place but effective [27,28]. Furthermore, recognition and reward systems must be robust and genuinely reflective of the contributions of Emirati women in leadership. Without these reforms, the systemic barriers will persist, and the potential of these women leaders will remain largely unrealized. A critical reassessment of institutional priorities is necessary to achieve true gender inclusivity and sustainable leadership [31].

5. Conclusions

The findings from our study elucidate the multifaceted challenges and opportunities inherent in fostering gender diversity and inclusion within leadership roles for Emirati women in higher education. Despite an evident awareness of and engagement with institutional policies, their current implementation falls short of addressing the unique needs and challenges faced by women. Strategic and well-informed interventions are paramount to cultivating a more supportive and inclusive leadership environment. This necessitates a thorough re-evaluation and revitalization of existing policies, ensuring that these interventions are culturally and contextually relevant, aiming to dismantle the barriers disproportionately affecting Emirati women in academia.

Our study challenges existing theoretical frameworks on gender and leadership, which often overlook the intersection of cultural norms and institutional practices, particularly within the Middle Eastern context. The findings emphasize the need for culturally sensitive yet robust policies that can effectively eliminate structural barriers. The significant dissatisfaction among Emirati women underscores the urgency for institutions to reform their approaches to gender diversity and inclusion. These insights offer new directions for future research and policy development, particularly in creating more effective, context-specific strategies that address institutional, societal, and cultural challenges.

Thus, our study offers the following key implications:

• Educational Institutions and Policymakers: The perceived ineffectiveness of current gender diversity policies indicates a pressing need for institutions to reassess their approaches. The variation in perception based on institutional type (public vs. private) suggests that tailored, institution-specific strategies may yield better outcomes.
• Leadership Development Programs: These programs should be strategically aligned with the unique needs of highly educated Emirati women, emphasizing overcoming specific barriers such as gender prejudice and societal expectations.
• Government and Nongovernment Agencies: There is a need for enhanced support for policies actively promoting gender diversity in leadership roles, including enforcement mechanisms, networking, and mentoring opportunities to ensure effective implementation.

Despite illuminating the perspectives of Emirati women on challenges and means for advancing women in leadership roles within UAE higher education, we acknowledge some limitations in the study. The sample, predominantly consisting of highly educated individuals from specific types of institutions (mostly public and private), may not be representative of the entire leadership demographic within the region. Additionally, the reliance on personal perceptions and experiences introduces subjectivity, which may not accurately reflect actual policy effectiveness or institutional support.

Future research should aim to address these limitations. Comparative studies could investigate how gender diversity policies impact leadership opportunities across different cultural or institutional contexts, potentially offering comparative insights among institutions in the region. Additionally, longitudinal studies tracking changes over time following the implementation of specific interventions could provide deeper insights into the effectiveness of various strategies for promoting gender diversity in leadership. Adopting these approaches and recommendations would enable stakeholders to understand better the complexities involved in promoting gender diversity within leadership roles and highlight pathways for sustaining inclusive practices.