Women and professional development in higher education: A search for understanding

Abstract

Participation in professional development related to teaching is higher for female academics than for male academics at the University of Canberra. There is some evidence that this trend is widespread although variable across different universities and professional development activities. Various explanations are suggested as to why this occurs, including: that more teaching in universities is done by women than men; that women are naturally more committed to teaching than men; that structural inequities cause women to be more concentrated in the lower academic ranks and, therefore, more involved in teaching‐related activities; that women more than men believe professional development is important to enhance their teaching practice; that they are less confident in their academic role than men; that they feel more alienated and isolated in their work environment; and, that they are seeking role models and mentors. The paper explores these various explanations and suggests that a combination of factors probably causes the observed differential participation by women in professional development activities. What is more important than a search for explanations is an acknowledgment of the need to value and reward such behaviour. The paper concludes with an argument for valuing women's emphasis on teaching and their continued involvement in professional development related to teaching.