Exploring the professional identities and gendered career paths of Academic Middle Managers in UK higher education

Arifoglu, M. (2025) Exploring the professional identities and gendered career paths of Academic Middle Managers in UK higher education. EdD thesis, University of Reading. doi: 10.48683/1926.00127586

Abstract/Summary

While interest in the role and experiences of Academic Middle Managers (AMMs) in education has grown in recent years, research has tended to view the sector homogenously, and most of the literature is gender-neutral. Specifically, little attention has been given to middle managers working at Higher Education (HE) provider Institutions. These institutions are often seen as the poor relation of mainstream HEIs, particularly Russell Group Universities, yet the sector has expanded exponentially in response to marketisation and widening participation government policy agendas over the past three decades. HE providers are part of the larger HE ecosystem, typically working with diverse student populations, often from non-traditional backgrounds and this is often reflected in staff profiles, raising the possibility of gender inclusive leadership as middle managers represent a pipeline of potential future senior leaders of the HE provider sector. Addressing important research gaps, this qualitative study gives attention to the lesser-heard experiences of male and female academic middle managers (AMMs) in UK HE provider institutions, examining how they construct their professional identities as middle managers and academics, their gender-related experiences, and their aspirations for future career advancement. Data were collected using visual drawing techniques and semi-structured interviews and analysed thematically. The thesis provides recommendations for policy and practice to support Middle Management, gender equity and inclusive leadership.

Item Type	Thesis (EdD)
URI	https://centaur.reading.ac.uk/id/eprint/127586
Identification Number/DOI	10.48683/1926.00127586
Divisions	Arts, Humanities and Social Science > Institute of Education
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