بازشناسی موانع رهبری زنان در آموزش عالی: رویکردی جامع

leadership of women in higher education. To achieve this purpose, a meta-synthesis method with an integrative approach was employed to aggregate, compare, and reconstruct findings from existing research into a coherent model. The research process followed the seven-step framework proposed by Sandelowski and Barroso (2007). In the first step, the core research question—“What are the barriers to women’s participation and advancement in managerial positions in higher education?”—was formulated. Subsequently, a systematic review of the literature was conducted, examining studies published since 2000 using relevant keywords. Out of 185 initially identified sources, 95 studies met the inclusion criteria based on evaluations of titles, abstracts, and research content. During the stages of data extraction and synthesis, initial codes were derived from the studies and progressively compared, merged, and integrated into conceptual categories and the final analytical model.

The meta-synthesis revealed seven major categories of barriers to women’s leadership and advancement in higher education: structural barriers, organizational barriers, socio-cultural barriers, family-related barriers, legal-policy barriers, psychological-individual barriers, and limitations related to women’s social and professional capital. Additionally, the concept of the “glass ceiling” was addressed as a distinct, cross-cutting barrier emerging from the interaction and reinforcement of all categories. The findings indicate that these barriers are multidimensional, interactive, and mutually reinforcing, and that structural and cultural interdependencies systematically constrain women’s pathways to managerial roles.

eadership of women in higher education. To achieve this purpose, a meta-synthesis method with an integrative approach was employed to aggregate, compare, and reconstruct findings from existing research into a coherent model. The research process followed the seven-step framework proposed by Sandelowski and Barroso (2007). In the first step, the core research question—“What are the barriers to women’s participation and advancement in managerial positions in higher education?”—was formulated. Subsequently, a systematic review of the literature was conducted, examining studies published since 2000 using relevant keywords. Out of 185 initially identified sources, 95 studies met the inclusion criteria based on evaluations of titles, abstracts, and research content. During the stages of data extraction and synthesis, initial codes were derived from the studies and progressively compared, merged, and integrated into conceptual categories and the final analytical model.

The meta-synthesis revealed seven major categories of barriers to women’s leadership and advancement in higher education: structural barriers, organizational barriers, socio-cultural barriers, family-related barriers, legal-policy barriers, psychological-individual barriers, and limitations related to women’s social and professional capital. Additionally, the concept of the “glass ceiling” was addressed as a distinct, cross-cutting barrier emerging from the interaction and reinforcement of all categories. The findings indicate that these barriers are multidimensional, interactive, and mutually reinforcing, and that structural and cultural interdependencies systematically constrain women’s pathways to managerial roles.

eadership of women in higher education. To achieve this purpose, a meta-synthesis method with an integrative approach was employed to aggregate, compare, and reconstruct findings from existing research into a coherent model. The research process followed the seven-step framework proposed by Sandelowski and Barroso (2007). In the first step, the core research question—“What are the barriers to women’s participation and advancement in managerial positions in higher education?”—was formulated. Subsequently, a systematic review of the literature was conducted, examining studies published since 2000 using relevant keywords. Out of 185 initially identified sources, 95 studies met the inclusion criteria based on evaluations of titles, abstracts, and research content. During the stages of data extraction and synthesis, initial codes were derived from the studies and progressively compared, merged, and integrated into conceptual categories and the final analytical model.

The meta-synthesis revealed seven major categories of barriers to women’s leadership and advancement in higher education: structural barriers, organizational barriers, socio-cultural barriers, family-related barriers, legal-policy barriers, psychological-individual barriers, and limitations related to women’s social and professional capital. Additionally, the concept of the “glass ceiling” was addressed as a distinct, cross-cutting barrier emerging from the interaction and reinforcement of all categories. The findings indicate that these barriers are multidimensional, interactive, and mutually reinforcing, and that structural and cultural interdependencies systematically constrain women’s pathways to managerial roles.

eadership of women in higher education. To achieve this purpose, a meta-synthesis method with an integrative approach was employed to aggregate, compare, and reconstruct findings from existing research into a coherent model. The research process followed the seven-step framework proposed by Sandelowski and Barroso (2007). In the first step, the core research question—“What are the barriers to women’s participation and advancement in managerial positions in higher education?”—was formulated. Subsequently, a systematic review of the literature was conducted, examining studies published since 2000 using relevant keywords. Out of 185 initially identified sources, 95 studies met the inclusion criteria based on evaluations of titles, abstracts, and research content. During the stages of data extraction and synthesis, initial codes were derived from the studies and progressively compared, merged, and integrated into conceptual categories and the final analytical model.

The meta-synthesis revealed seven major categories of barriers to women’s leadership and advancement in higher education: structural barriers, organizational barriers, socio-cultural barriers, family-related barriers, legal-policy barriers, psychological-individual barriers, and limitations related to women’s social and professional capital. Additionally, the concept of the “glass ceiling” was addressed as a distinct, cross-cutting barrier emerging from the interaction and reinforcement of all categories. The findings indicate that these barriers are multidimensional, interactive, and mutually reinforcing, and that structural and cultural interdependencies systematically constrain women’s pathways to managerial roles.

eadership of women in higher education. To achieve this purpose, a meta-synthesis method with an integrative approach was employed to aggregate, compare, and reconstruct findings from existing research into a coherent model. The research process followed the seven-step framework proposed by Sandelowski and Barroso (2007). In the first step, the core research question—“What are the barriers to women’s participation and advancement in managerial positions in higher education?”—was formulated. Subsequently, a systematic review of the literature was conducted, examining studies published since 2000 using relevant keywords. Out of 185 initially identified sources, 95 studies met the inclusion criteria based on evaluations of titles, abstracts, and research content. During the stages of data extraction and synthesis, initial codes were derived from the studies and progressively compared, merged, and integrated into conceptual categories and the final analytical model.

The meta-synthesis revealed seven major categories of barriers to women’s leadership and advancement in higher education: structural barriers, organizational barriers, socio-cultural barriers, family-related barriers, legal-policy barriers, psychological-individual barriers, and limitations related to women’s social and professional capital. Additionally, the concept of the “glass ceiling” was addressed as a distinct, cross-cutting barrier emerging from the interaction and reinforcement of all categories. The findings indicate that these barriers are multidimensional, interactive, and mutually reinforcing, and that structural and cultural interdependencies systematically constrain women’s pathways to managerial roles.