Empirical Evidence Illuminating Gendered Regimes in UK Higher Education: Developing a New Conceptual Framework

Burkinshaw, P, Cahill, J orcid.org/0000-0003-3409-5864 and Ford, J (2018) Empirical Evidence Illuminating Gendered Regimes in UK Higher Education: Developing a New Conceptual Framework. Education Sciences, 8 (2). ARTN 81. ISSN 2227-7102

Abstract

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Copyright, Publisher and Additional Information: © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Keywords: gender inequalities; leadership; higher education; ambiguity; difference; Gender; Equity/social justice
Dates:
  • Published: 5 June 2018
  • Accepted: 25 May 2018
  • Published (online): 5 June 2018
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Healthcare (Leeds) > Nursing Mental Health (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 21 Jan 2019 13:01
Last Modified: 14 Feb 2019 11:55
Status: Published
Publisher: MDPI
Identification Number: https://doi.org/10.3390/educsci8020081

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