Recently I participated in a conversation for a podcast for the Association of Business Psychology on the topic of Women’s Leadership in Online Learning. Although I’ve previously written about my background and experiences and how they have informed my own educational philosophy and career, my transition from working within universities to collaborating alongside them has given me the opportunity to reflect on my journey through a fresh lens. This period of reflection has been invaluable in dissecting the subtleties of my experiences – experiences which, I’ve come to realise, might have been different had I not been a woman. The invitation to join the podcast discussion has provided me with an opportunity to consider the unique challenges of working in the field of online learning as a woman, and whether understanding these could enhance my ability to support other women as they navigate careers in this domain.
Like many women across all kinds of industries and fields I have had difficult experiences in the workplace. These range from biases, unequal pay, and sexism to more egregious and harmful acts. These issues are far from rare, and they remain inexcusable. But was there anything specific about the field I practice in that augmented these issues? On reflection I have discovered that being a woman in online education presents its own set of intricate challenges, however what makes this tricky to dissect is that these challenges are embedded within a range of higher education power dynamics. It’s not just about gender; it’s about how long-standing hierarchies have amplified the obstacles I have faced as a woman. This in particular includes academic currency and the lesser value that is attributed to teaching, learning and professional services in university settings. I’ve settled on three areas that I think merit some consideration:
1. Technical Credibility
The field of online learning is characterised by a diverse range of expertise, encompassing varied degrees and combinations of educational and technical knowledge among other disciplines. Despite holding academic credentials in computer science and overseeing institutional IT systems and services throughout my career, I’ve been confronted with the prevailing assumption that my grasp of technology is somehow inadequate. At times this has led to my exclusion from meetings or discussions around system implications or developments—a pattern I can’t help but attribute to the gendered perceptions associated with my role, which is often more closely aligned with the nuanced aspects of teaching and learning rather than the technical.
As I’ve moved into leadership what is required is a fluency in a variety of ‘dialects’—pedagogical, technical, business, financial, and ethical. This eclectic skill set is essential, though it may occasionally obscure the recognition of one’s expertise in any singular domain, potentially impeding the acquisition of status. Yet, the true measure of expertise is not just in depth, but in breadth; it is the ability to synthesise diverse knowledge and discern how technological advancements intersect with education. Do not presume that because I don’t manage the IT anymore I can’t talk about it, challenge, and make informed decisions.
2. Being Other
The participation of women in UK higher education is relatively recent, with about 140 years of history compared to a backdrop of approximately 800 years dominated by male presence. In the early years, women’s academic pursuits were limited to non-degree studies, a stark contrast to the opportunities available today. However, despite the progress, the legacy of those eight centuries—cultures, traditions, and biases that evolved in the absence of female representation—continues to influence many current academic environments. Couple this with stepping into a room as an authority in a field traditionally viewed as peripheral to academia, it can be an intimidating experience, particularly in an environment where efforts in the professionalisation of higher education can encounter opposition. In such moments, it is not uncommon that I am the only female voice in that room, which further accentuates this challenge.
For me this highlights a gender disparity that requires our continued attention. Committee membership, board membership, senior leader groups, teams benefit from diversity of representation. Addressing this disparity is not merely a matter of fairness or representation; it is essential for the advancement of knowledge, the development of more holistic and inclusive policies, and the creation of inclusive environments where all individuals, regardless of gender, can contribute to their fullest potential. We need to keep calling this out, ensure that colleagues see the benefits of wider representation, are aware of environments where it is missing and not loose sight of implementing continued efforts to dismantle the barriers that perpetuate imbalances.
3. Work Life
This is a common thread throughout the workforce in society, but I think what is perhaps particularly relevant to the field of online education is that we largely work within the digital space, which lends itself to always being ‘on’ and ‘available’ – anytime, anywhere. This constant connectivity offers our students unparalleled flexibility but presents a significant challenge for those who work in the field when it comes to delineating the boundaries between work and personal life. Intensifying this challenge is the reality that many women in the field not only navigate various schedules, time zones, and stakeholder demands but also shoulder primary caregiving responsibilities.
I shared an anecdote on the podcast about taking my children to a university committee meeting that had been rescheduled to a day I had earmarked for family time. Admittedly, this wasn’t a perfect illustration of setting work-life boundaries. I had the option to decline, yet I chose to attend, embodying the stance that I will not conceal or compromise my parental duties for professional obligations, and I am also not willing to not be at the table. The juggling act between work commitments and parenting is a constant challenge, and occasionally, these worlds overlap in a chaotic ballet. I think Covid gave welcome visibility to this, on the podcast Vicky beautifully described a scenario where her toddler climbed over her head in the middle of a online board presentation during the pandemic. It’s a candid glimpse into the reality that work-life balance is less about creating impermeable barriers and more about finding harmony within the overlap, even when it’s far from seamless.
Whilst reflecting on the challenges I have experienced working as a woman in online education, it’s also been an opportunity to celebrate the women I’ve had and have the privilege to work with, as well as acknowledging the remarkable network of colleagues and associates across all genders whom I feel no less equal to, I learn from and am inspired by. Collectively encouraging open dialogue, supporting strong and kind leadership is not gendered practice, it’s something I look for in those who I lead with and are led by, but it’s effect can have a notable impact on those who we mentor and support to grow to the field.
Kate Lindsay Blogs 