GENDER AND PROMOTIONS IN HIGHER EDUCATION: A CASE STUDY OF THE UNIVERSITY OF EDUCATION, WINNEBA, GHANA (Published)
This study focuses on the experiences of faculty members about the systems of promotions at the University of Education, Winneba, Ghana. Eight (8) senior members were interviewed comprising of four (4) female senior lecturers, two (2) male senior lecturers and two (2) senior administrative staff using a semi structured interview guide. Policy documents governing promotions, annual reports and other institutional publications were examined and analyzed as well as disaggregated statistics on promotions for senior members at the University of Education, Winneba. The findings reveal that even though there are no separate criteria for promotions for female senior members of the University, it seems that female faculty faces unparallel challenges more than the males when it comes to promotions, which the respondents attributed to existence of institutional policies/practices that works to disadvantage women. In effect there are variations in the experiences of female and male faculty members regarding promotions in academia.The study recommended that the criteria for promotion should be reviewed to give serious considerations to the weighting of teaching, vis-à-vis research, in promotion, merit increment, and tenure decisions.