AWSC Validates Revolutionary Women in Leadership Baseline Study to Advance Gender Equality in Academia

The African Women Studies Centre (AWSC) at the University of Nairobi (UoN) today convened a validation workshop for the baseline study, Participation of Women in Economics in Leadership and Management in Academic Institutions in Kenya, conducted under the Women in Leadership (WiL) Programme implemented in collaboration with the Department of Economics and Development Studies (DEDS) at the UoN.

Held at a Nairobi hotel, the workshop brought together the WiL Programme's team leads, faculty coordinators representing the ten faculties where the research was undertaken, researchers and the programme secretariat to review and validate findings from the recently concluded study.

The validation workshop sought to present and disseminate the findings of the Women in Leadership (WiL) Programme Baseline Survey at the same time providing a platform for stakeholders to critically review the evidence and provide feedback to strengthen the final report.

It also aimed to foster a shared understanding and ownership of the findings among the programme team, partners and other stakeholders, and to build consensus on the roadmap for programme implementation, including its design, targeting and application to inform evidence-based interventions and institutional change. Beyond validating the evidence, the workshop provided an opportunity to refine the study's recommendations and ensure that the final report reflects the lived experiences of participants while strengthening its relevance for institutional policy and practice.

The study conducted between March 18 th and April 2 nd 2026, represents an important milestone in the University’s commitment to institutional change informed by research evidence. By examining the factors that promote or constrain women’s participation in leadership, it contributes to a growing body of African scholarship while providing practical evidence to guide policy reforms within the University of Nairobi and beyond.

Speaking during the workshop, Prof. Wanjiku Kabira, Director of the African Women Studies Centre, underscored the broader significance of the initiative, by emphasizing, that;” Promoting women in leadership in economics and the academy contributes to a broader African and global movement aligned with the African Women Studies Centre Strategic Plan 2024–2029, which recognizes gender equality and equity as core institutional values. These aspirations are equally reflected in the University of Nairobi Strategic Plan 2023–2027.”

She added that, as Kenya’s leading institution of higher learning, the University has both an opportunity and a responsibility to create pathways that advance women's participation in leadership and decision-making while fostering equity and inclusion across the institution.

Generating Evidence for Institutional Change

Presentations were led by Dr. Samuel Wakibi, who heads the Monitoring, Learning and Evaluation component under which the study was undertaken. He explained that the baseline survey was designed to establish the current status of women’s leadership and generate evidence that can inform institutional decision-making.

“To determine where we are with regards to women in leadership, we conducted this baseline survey. We would like to see women compete at the same level with men,” he said.

Data was collected, using a mixed-methods approach that combined quantitative and qualitative research. Quantitative data was collected through the Computer-Assisted Personal Interviewing (CAPI) system, while qualitative evidence was gathered through Key Informant Interviews, Focus Group Discussions, high-level consultations and narratology sessions. Together, these approaches provided both statistical evidence and rich insights into the experiences of academic staff.

Reflecting on the scope of the study, Dr. Wakibi noted: “The sampling of this survey covered the entire University. In my time at the University, I have not seen any survey that has covered a wider geography and departments within the University as this survey has done.”

While the report presents an aggregated institutional picture, he emphasized that implementation of the recommendations will be tailored to individual academic units to respond to their specific contexts.

Findings Highlight Structural Barriers

The study examined how existing gender, equity and inclusivity policies influence women’s participation and representation in leadership positions. While the findings acknowledge important progress in mainstreaming gender, they also reveal persistent structural barriers that continue to limit women’s career progression.

Among the most significant findings is the prevalence of "invisible labour" performed by women, including mentorship, pastoral care, student guidance and counselling. Although these roles are critical to the functioning of the University, they remain largely unrecognized within promotion and performance appraisal systems.

The research also found that while recruitment and promotion policies are formally gender-neutral, male-dominated selection structures and institutional practices continue to shape leadership outcomes. Existing promotion criteria primarily reward conventional academic outputs while overlooking mentorship, community engagement and other contributions disproportionately undertaken by women. In addition, the current human resource managementsystem does not comprehensively capture these contributions, limiting their recognition during career progression.

The study further identified significant gaps in formal mentorship structures. Participants highlighted the need for structured mentorship and sponsorship programmes to address the leaky pipeline, where women’s representation steadily declines from undergraduate education through postgraduate studies and into senior academic leadership. To address this gap, study participants strongly supported introduction of a Feminist Economics Bachelor’s degree with recommendations to consider the naming of the degree, as there were reported misconceptions about the term.

Another key finding was the impact of childcare responsibilities on women’s academic careers. Researchers identified a structural childcare gap, with the absence of an on-campus childcare facility compelling many staff to rely on unstable domestic support arrangements. Participants observed that childcare responsibilities often reduce opportunities and time for research publications, conference participation and professional networking, ultimately slowing career progression. There was overwhelming support for establishing an on-campus childcare facility to improve productivity, work-life balance and child safety.

Shaping a More Inclusive University

The baseline report proposed several recommendations to strengthen gender equality across the University, including the development of gender-responsive recruitment, appraisal and promotion systems that recognize the full spectrum of academic contributions. Participants also recommended establishing formal mentorship and sponsorship programmes, introducing a childcare and parental support policy, exploring a blended financing model for an on-campus childcare facility, and implementing reforms through a phased approach anchored in institutional ownership and broad stakeholder consultation.

The validation workshop reaffirmed the African Women Studies Centre's commitment to generating rigorous evidence that informs institutional transformation and strengthens gender- responsive leadership within higher education. The baseline study will provide an important evidence base for policies and practices that promote equitable leadership opportunities for women at the University of Nairobi and contribute to broader efforts to advance gender equality in higher education across Kenya and the African continent.