Waikato Women in Leadership Inaugural Meeting
Thursday, 27 August 8.40am-3.30pm in S.1.04
Chair: Prof Margaret Wilson
Keynote Speakers: Dr Di McCarthy; Prof Raewyn Dalziel
Panel members: Prof Raewyn Dalziel, Prof Alexandra Barratt, Ms Michelle Jordan-Tong, Prof Linda Smith
Organising Committee: Ms A Bounds, Mr M Bell, Ms T Morgan Ms T Bowell, Ms B Midson, Ms C Cramond, Prof G Byrnes,
Dr C Gemmill, Ms J Mackinnon
Discussion
1. Karakia and Mihi
Noted:
1.1 That, as in the traditional Māori welcome, the ‘voice of the women lead.’
2. Vice- Chancellor’s Welcome and Introduction
Noted:
2.1 That strong leadership is critical in any organisation, but it is also critical that everyone displays leadership.
2.2 That stating ‘leadership is a distinctive characteristic of the organisation’ does not mean that everyone is placed in a
leadership position, but rather that leadership is a characteristic of every individual.
2. 3 That ideally, everyone would display the characteristics of leadership.
2.4 That leadership is a personal responsibility.
2.5 That there were over 250 responses to the restructure proposal; one from a women who had not previously
responded to a consultation process as she felt she had a ‘small voice’, but her comments will influence the new
version of the structure.
2.6 That leadership is about ethical behaviour, honesty, integrity, courage, wisdom, compassion, the confidence to ask
questions and inspiring people to achieve their dreams.
2.7 That ideally everyone who comes into contact with University would develop leadership skills and display them to
everyone as natural form of behaviour.
2.8 That leadership is not only about a position, but can be seen as characteristics of people in everyday life.
2.9 That true leadership is developed, not by coercion, but by people believing in them and aspiring to be like them;
2.10 That real leaders create new leaders to follow after them.
2.11 That true leadership is not from title or status.
2.12 That we should look for leadership in everyone.
2.13 That bosses and managers get their authority from above, build fear, bully, keep information to protect their
position, ‘know everything’, complicate and seek credit.
2.14 That leaders get their authority from those below them, build confidence, share information, ask questions, simplify,
give credit but take responsibility.
2.15 That leaders are servants of those that follow them; they facilitate and create opportunities and circumstances where
followers can perform their duties to best of their ability.
2.16 That the VC encourages a spin off ‘man in leadership’ programme.
2.17 That the VC looks forward to receiving advice from the group for the University Action Statement for women.
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3. Thoughts from the Chair – Professor Margaret Wilson [School of Law and former Speaker of the House]
Noted:
3.1 That there has been a retreat from full commitment to the ideas of the Employment Equity Programs.
3.2 That we started the notion with women entering the University in paid positions, and opportunities for all staff to be
part of the institution.
3.3 That the problem is a structural and institutional one, not only a lack of qualifications or opportunities (conclusion of a
survey, conducted by M Wilson for AUS – research stopped because of lack of funding).
3.4 That in 1995, although there was little progress, there were two women deans and a consciousness that women
needed pathways to fully participate.
3.5 That the EEO Commissioner has instituted a leadership programme for women in tertiary institutions, which makes
this issue an important part of public policy, and provides resources which could be used in a legitimate way to
progress.
3.6 That meetings and conferences are important for raising an awareness but the key is translating the energy and
enthusiasm into change in the institution.
3.7 That the University of Waikato is showing leadership in conducting the WIL Day; that creating a Plan of Action might
create an interest across the tertiary sector.
3.8 That women are heavily involved in committees but it doesn’t mean they are decision makers, rather they are often
the implementers and communicators of decisions; that women need to be everywhere where decisions are being
made and have a voice.
3.9 That women offer a different approach to leadership, and another perspective and experience to problems; that there
is a failure in any institution or country which does not include the experience of women.
3.10 That the plan of action identifies key institutions within the University that makes decisions.
3.11 That the leadership which the VC describes, and M Wilson endorse, will become a normal part of the institution.
4. Keynote Address: The Big Picture: Issues around Women in Leadership in NZ, Dr Di McCarthy (Royal Society of
New Zealand)
Noted:
4.1 That women have occupied key leadership positions in New Zealand (Governor General, Speaker of the House, Chief
Justice, PM), but this is not the general status of women in professional life.
4.2That women in senior leadership are declining; New Zealand is ranked 10th globally in women business management
(from 4th five years ago)
4.3 That, according to the 2008 New Zealand census, women hold:
19% of CEO roles (22% in 2006)
54 of 624 Board of Director positions
19.91% of senior academic positions (2008 NZ census)
15% Professor and 23% of Associate Professor roles (2008 NZ census)
4.4 That recent promotion round has changed those statistics.
4.5 That those statistics compare favorably with Australia (NZ is only slightly behind).
4.6 That university leadership requires many skills and attributes including academic, managerial, public relations,
marketing, budgeting, fund raising.
4.7 Significant Challenges
Funding level
Aging academic workforce – heightened competition internationally (35% > 50years)
Impact PBR assessments
Increasing competition national and international education market
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4.8 That in Australia, a proactive group of women made sure they were where the decisions were being in made. As a
result, the Australian VC’s committee, drew up a 2006 Action Plan stating success would depend on:
Drawing on more under-represented groups
Attracting, appointing and retaining women in professional and management roles
Improving participation, success and leadership of women in research to capitalize on intellectual potential of
number of successful female students.
4.9 That women are being lost in the transition from secondary to tertiary, and when they complete their PhDs.
4.10 That developing women in leadership involves a significant financial cost, which is difficult in the PBRF environment.
4.11 What is being done
NZ WIL Programme in Universities
NZ Global Women’s network
4.12 NZ WIL Programme
That NZ WIL was established in 2007 through seed funding from the Kate Edger Educational Charitable Fund. That
the founding group went to NZVCC, asking for support and received support from all Universities.
That the purpose has been to enhance women’s leadership, increase research and funding strategies, build
knowledge of governance and management relevant to Higher Education, promotions, develop networks, offer
the opportunity to learn, leadership in public and private sector, offer personal career development and
mentoring.
That it does not replace the individual institutional activities. It aims to develop a cohort of women leaders able
to support and build on the initiatives.
That it is led by working group; Chair – Sarah Todd, PVC International, University of Otago; Deputy Chair –
Annemarie De Castro, Victoria University.
That five programs have been run to date - 2 per year, 1 week residential programme in Wellington. 99 women
(80 academic, 19 general staff) have completed the programme. $5,000 per person. All Universities have been
represented equally.
That a report was presented to the NZVCC and they are committed to continuing the programme.
That positive feedback was received from participants and universities.
4.13 Outcomes
Alumni
Participants have sent up contacts
Research Group
Inaugural NZWIL event in November 2008 where action areas were established as priorities
4.14 Challenges:
Underrepresented in important spheres – research environment, research centres of excellence in leadership,
representative decision making bodies and a number of research-intensive disciplines, i.e. Marsden Fund panel –
majority males
Aging academic workforce
Under PBRF, there is an increasing emphasis on research causing negative impact on people’s willingness to
contribute to in leadership roles
Significant gaps between opening up between senior and junior researchers
Women over-represented in teaching positions and disciplines which don’t attract large research dollars
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4.15 NZ Global Women’s network
New organization – established in NZ with global connections
Their goal is to increase leadership opportunities, provide platforms to share experience, wisdom, perspective,
provide networks and influence decisions
4.16 Issues in Science, Engineering and Technology:
Decline in women enrolling (20%)
This affects developing countries where SET applications are essential in social and economic development
The issues relate closely to diversity, equity, participation and career development
Women are under-represented in engineering, math, chemistry, physics in most countries
There is a decline in interest in science at primary and secondary levels
UNESCO statistics: Women – 2/3 of 700 million illiterate people in developing world; girls form majority of
150million children without access to primary school
Women are not present in higher level research and management; more short-term temporary positions
After taking maternity leave it is hard to return to high level positions
4.17 What can we do:
Increase visibility – need for women to put themselves forward
Role models
Mentoring and networking
Greater inclusiveness
Resources for launching/re-establishing careers (not only money, support for women reentering workforce)
Career advice, research management
4.18 Leadership: That leadership is to create an environment in which other people can flourish.
4.19 (Quote – Mahatma Gandhi) When a man is educated, an individual is educated. When a woman is educated, a family
and a country are educated.
5. Keynote Address: Strategies for Women in Leadership in New Zealand Universities, Professor Raewyn Dalziel
(University of Auckland)
Noted:
5.1 The nature of Universities (positive):
Transformative institutions
Power to shape future and lives
Hold enormous treasures among people/books/ideas
Maintain truth, belief in the equality of learners, share knowledge, future, responsive to changing ideas, social
needs
The nature of Universities (negative):
Slow decision making
Arrogant and self-obsessed people
Pursue false/unattainable goals
Lack of compassion
That both perspectives of universities would make a person want to be in leadership at a university.
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5.2 Leadership – That leadership is about bringing about change/ results and taking people along with it.
5.3 That leadership is a role, but also a function and a process that can be done all the time.
5.4 That the perception from the outside of University staff is that they are high achievers, people who count, people who
make pronouncements about things, count in society; that the perception within the University is there is a pecking
order, hierarchy and it is difficult to get things done.
5.5 That the old days of the heroic leader are gone; the current model is one of distributed leadership where everyone is
expected to take on some form of leadership; that most people get a chance to exercise leadership in something.
5.6 That in some universities senior management teams are referred to as senior leadership teams.
5.7 That good leadership:
Sets direction
Maintains focus and takes the institution with you
Raises aspirations – makes people think they can achieve
Energizes
Rewards
Engages people
Creates an environment where people believe they can achieve, and sets the environment so they can.
5.8 That in the past women would not take up leadership positions in university, except in women’s colleges.
5.9 That in recent professorial promotion rounds in the University of Auckland 6/11 promotions were women; that
workshops for women applicants for promotion to professor were conducted.
5.10 That the second wave feminism by Germaine Greer was important in the change of attitudes and behavior, and the
pace of change.
5.11 That baby boomers were aligned with change and came into places of responsibility.
5.12 That it is unusual to see Pakeha mature women in undergraduate studies, whereas in the 70’s/80’s it was common.
5.13 That there is an increasing number of women in academic and professional staff positions; that New Zealand is far
ahead of other places.
5.14 That if leadership is rightly conceptualized, gender imbalance will automatically right itself.
5.15 That we need to reflect on what leadership is and evidence of current leadership that might benefit to change.
5.16 That we might need to set up a template for what leadership is.
5.17 That literature tells women as leaders behave similarly to the way men behave
5.18 That women in leadership roles send signals other women, staff and students.
5.19 That there are stages of women in leadership:
Stage 1: Don’t recognize a problem
Stage 2: Recognize a problem, can’t do anything about it
Stage 3: Recognize a problem, do something (University of Waikato)
5.20 That the problem is the perception of women; that women need to believe more strongly in themselves; perception
of leadership as ‘freedom and influence versus no freedom and influence.’
5.21 That training for leadership is essential and varied, including human resources, finance, PR, how to get on with
colleagues, etc.
5.22 That to mobilize, encourage and support women in leadership roles:
Understand the politics/context in which you are operating in – think strategically
Decide where you can make the greatest contribution and what you want to do and go for it.
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5.23 That leadership in a university is extremely rewarding – people are thankful. The more you put into it, the more you
get out of it.
Questions
5.24 That in some places, general staff are referred to as professional staff.
5.25 That international comparisons, such as case studies from the US, may strengthen the case for the action plan.
5.26 That an example of distributed leadership is the involvement research project/research team, speaking at staff
meetings, co-ordinators, etc., roles which help make decisions, direct ways things happen, etc. That one of the ways
we can achieve distributed leadership is through project management, by having an institutional awareness of
project management; skill people to lead in the project setting, they increase capability and enhance leadership.
That there is a current initiative which is seeding this.
5.27 That in correcting poor leadership, one would point out the project in a constructive way, not the person. That
people who are critical of others are not complementary to future leadership roles. That we need to develop an
Institutional value of continuous improvement and reflective practice, and if we embed that, it carries people and
becomes less personal and more institutional. That the Staff survey is an opportunity to communicate that.
5.28 That changes in the composition of age may offer opportunities for women. That a greater issue for New Zealand is
how to offer salaries, opportunities, fulfillment to keep people in New Zealand.
6. Action Points Arising from Keynote Addresses, Facilitated Group Discussion
Leadership
Culture
6.1 To develop an overarching statement on the University’s concept and values of leadership, which women contribute
to, and which is embedded into the University documents.
6.2 To develop a culture which values distributed leadership, where women are not only assigned tasks, but also involved
in the decision-making.
6.3 To develop a culture which gives recognition to leadership (research, academic and administrative), enhances the
visibility of women in leadership and raises the profile of women guest speakers?
6.4 To resolve the tension between the individualism of PBRF and leadership roles; provide time to take on leadership
roles.
6.5 To develop a culture which values open and transparent communication, and to ensure that structural changes
encourage transparency.
6.6 To challenge institutional practice that encourages masculine practice.
6.7 To encourage a culture that embraces diversity.
6.8 To address the nexus in workload and leadership to enable people to exercise leadership.
6.9 To encourage flexi-/part-time collaborative leadership.
6.10 To address reasons women may find leadership roles undesirable.
Resourcing/Training
6.11 To provide professional development and training in leadership skills at all levels (reference to the Auckland model).
6.12 To adequately resource (funding, time and staffing) people to take up leadership roles.
6.13 To recognize leadership contributions when giving promotions.
6.14 To recognise workload implications in training.
6.15 To establish an ‘appraisal process’ for leaders.
6.16 To offer training for research leaders to manage research projects across disciplines and across organisations.
6.17 To support leaders to empower those around them.
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Women in Leadership Programme
6.18 To establish Waikato Women in Leadership programme and provide information on how to get involved in the
Women in Leadership programme, in adequate time to allow planning into careers.
6.19 To improve the advertising of the programme.
Institution
6.20 To propose a PVC Equity who would report to Vice-Chancellor with the intention of reviewing equity and improving
policy across the University of Waikato; that the PVC Equity would require a budget.
6.21 To establish an Equal Opportunity committee with clear terms of reference.
6.22 To offer equal opportunity for women in senior positions.
6.23 To include general staff in key committees.
Policy
6.24 To develop strategies to recruit and promote women after career breaks, such as
high quality and accessible childcare (for pre-school and school-age children),
flexi-time
support for dependant relatives
career-interruption scholarships
joint childcare
6.25 To recognise the various roles of women in the workload policy.
6.26 To implement an EEO Policy for the University.
6.27 To propose a KPI that states targeted number of women in senior positions of leadership (not in part-time roles).
6.28 To propose a KPI that requires an equal proportion of women in all promotions committees and in key decisionmaking roles.
6.29 To propose a KPI in a relevant University plan that reports on sound work-life balance of all staff.
Part-time staff
6.30 To offer equal promotion and leadership opportunities for part-time staff.
6.31 To review policy and offer study leave for part-time staff.
Administration/Management
6.32 To conduct research on women in leadership at the University.
6.33 To review pay equity.
6.34 To develop clarity around University procedures, policies and processes, and strategies for communicating them.
6.35 To set up formal succession planning to pass on institutional knowledge.
6.36 To offer the best package to attract and retain general staff.
6.37 To develop an online network/forum.
Professional Development/Training
6.38 To offer professional development opportunities for women at all levels, and that PD is encouraged by management
for the capability of staff (not only initiated by individual’s self-reflection).
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6.39 To offer workshops on building confidence/career planning.
6.40 To offer institutional support, e.g. administrators’ networking lunches.
6.41 To conduct formal workshops and mechanisms to communicate University procedures.
6.42 To establish/promote/review the University-wide mentoring programme, that would allow alignment and coherent
opportunities to learn from good practice.
6.43 To offer management training in areas such as HR, budgets, marketing, PR (reference to the Harvard model).
6.44 To improve the organisation, promotion and accessibility of a University-wide Buddy, Induction and Mentoring
programme.
6.45 To provide recognition for all areas, not limited to research.
6.46 To offer Informal support mechanisms through mentoring, workshops and networking at all levels.
6.47 To provide resourcing/funding for the professional development of staff.
6.48 To provide training for CODs and Deans that recognises gender issues.
6.49 To offer research workshops.
Recognition/Promotion
6.50 To support women (general and academic) in applying for promotion (formal and informal).
6.51 To establish clear and transparent career pathways, Professional Goal Setting.
6.52 To develop a method of peer-recognition/nomination of leadership potential in women, life skills.
7. Closing Thoughts
7.1 That a plan of action would be drafted in consultation with the group.
7.2 That we are working in a system, in collaboration.
7.3 That change comes in iterations through continuous improvement.
7.4 That a PVC Equity would be proposed.
7.5 That a list of KPIs and accepted communication strategy would be developed.
7.6 That there is a need to raise awareness of lack of resources.
7.7 That changes made would improve the strength and capacity of the institution.
P Pratapsingh
31 August 2009
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