Flexible Work Arrangements and Gender Differences in Research during the COVID-19 Period in Zimbabwean Higher Learning Institutions

Autor/inn/en	Zvavahera, Promise; Chirima, Ngonidzashe Elizabeth
Titel	Flexible Work Arrangements and Gender Differences in Research during the COVID-19 Period in Zimbabwean Higher Learning Institutions
Quelle	In: Perspectives in Education, 41 (2023) 1, S.88-102 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zvavahera, Promise) ORCID (Chirima, Ngonidzashe Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Equal Opportunities (Jobs); Gender Bias; College Faculty; COVID-19; Pandemics; Teaching Conditions; Teacher Researchers; Cultural Influences; Gender Differences; Scheduling; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Geschlechterstereotyp; Fakultät; Lehrbedingungen; Unterrichtsbedingungen; Lehrerforschung; Cultural influence; Kultureinfluss; Geschlechterkonflikt; Disposition; Simbabwe
Abstract	This study sought to investigate the impact of COVID-19-induced flexible work arrangements (FWAs) on gender differences in research outputs during COVID-19. A mixed research methodology was used, focusing on higher learning institutions in Zimbabwe. Purposive sampling was applied to select 250 researchers from the 21 registered universities in Zimbabwe. The study's findings revealed that institutions of higher learning in Zimbabwe did not provide the necessary affordances to enable both male and female academics to work from home effectively. The study also established that FWAs were preferred and appreciated by both male and female academics. However, whilst both male and female academics performed their teaching responsibilities without incident, unlike males, females struggled to find time for research, thus affecting professional growth and development negatively for female academics. Cultural traditions were found to subordinate females to domestic and caregiving responsibilities unrelated to their professions. The findings raise questions on the feasibility of the much-recommended FWAs for future work on female academics' research careers. Thus, without the necessary systems and processes to support female researchers, FWAs can only widen the gender gap in research outputs. This study contributes to the Zimbabwean higher learning institutions' perspective on how FWAs' policies and practices could be re-configured to assist female researchers in enhancing their research outputs as well as their career growth. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01