Female lecturers’ initiatives in support their academic career progression. A case of selected universities in Uganda

Abstract

This study examined female lectures’ initiatives in support of their academic career progression in two universities in Uganda. It specifically focused on personal attributes which are behind actions undertaken by female academics that contribute to their academic career progression. Anchored in advocacy paradigm, this study employed a qualitative research approach and semi-structured interviews comprising of 16 female academics with more than five years at the rank of lecturer within the same university were purposively selected and used as a sample. Data were thematically analyzed and it emerged from the study that personal attributes such confidence, resilience, self-motivation determination and self-beliefs enable female academics to take initiatives such as setting realistic goals, making career decisions which enhance their academic career progression. However, these are moderated by external factors such as institutional, family and collegial support. The paper recommends that academic career progression of female lecturers should be enhanced by creating a supportive environment in which measures such as encouragement, mentoring, and ongoing training in scientific writing, adequate funding and promotion of co-authorship which stimulate female academics’ individual abilities and their subsequent academic career progression are prioritized.