Students' Perceptions of Women's Inclusive Leadership in Managing Study Programs in the Era of Higher Education Transformation

Abstract

This research aims to analyze students’ perceptions of women’s inclusive leadership in managing study programs in the era of higher education transformation. This phenomenon is relevant considering that women still experience underrepresentation in academic leadership positions even though they play an important role in supporting adaptive and equitable education governance. The research approach uses phenomenological qualitative methods to explore students' subjective experiences related to women's leadership practices. Data were collected through semi-structured interviews, observation of study program academic activities, and document review, with final year student participants from graduate study programs led by women. The analysis was carried out using Interpretative Phenomenological Analysis (IPA) through the process of coding, categorization, and theme development. The results of the study identified four main themes: openness and accessibility, relational sensitivity and personal support, fairness and transparency in decision-making, and digital adaptive capacity. Students interpret women's leadership as a leadership model that is responsive, supportive, and empowerment-oriented, especially in the context of academic digitalization. These findings confirm that women's inclusive leadership contributes significantly to the creation of a safe, equitable, and collaborative academic environment. This study provides theoretical implications for strengthening the gender-based inclusive leadership literature, as well as practical implications for capacity building of women leaders in higher education digital governance. Follow-up research recommendations include cross-institutional exploration and comparative analysis between male and female leadership models in the context of educational transformation.