关于妇女领导力的新近文献表明，妇女的领导方式能够更有效地促进社会发展。然而，妇女在关键领导岗位上仍然缺乏足够的表现机会。特别是在发展中国家高等教育体系中，妇女很少能够担任行政和学术上的领导职位。基于此，本研究以尼泊尔为例，旨在探索影响妇女获得高等教育领导地位的各种形式的障碍，分析从社会、体制和个人等方面克服障碍的方法。

本研究运用叙事研究的方法，对5名在尼泊尔高等教育机构担任中高级学术职务的妇女进行了深入调查，并对收集的数据作了规范的转录、编码和文本分析。研究发现，关于性别角色的社会心态和缺乏支持性的环境是妇女在高等教育机构中获得领导地位的主要障碍，并会进一步影响妇女平衡工作与生活的能力，导致其他各种自我认知性的障碍。研究表明，支持性的环境、内部动机和榜样可以帮助克服这些障碍。研究进一步指出，家庭和同事可以支持有抱负的女性领导人平衡她们的工作与生活，而教育机构可以提供指导和发展机会，并纳入有利于性别平衡的政策；另一方面，个人毅力和内部激励可以帮助妇女培养自信和胜任力。此外，发挥榜样作用、鼓励其他有抱负的妇女也可以帮助她们利用自己的领导技巧建立社会网络，并克服自我认知障碍

研究提出如下建议：首先，对于大学管理者来说，可以通过使领导团队多样化，并注重性别友好政策来创造一种性别均衡的工作文化，以解决父权制心态的问题；应促进各级领导力发展方案、培训、指导和网络机会，以培养未来的女性领导者。此外，对于有抱负的女性而言，应当去寻找榜样和导师，并鼓励和支持其他有抱负的妇女在发展过程中取得进展，努力与同事和家庭建立健康的关系，以获得支持；她们还应主动承担风险和挑战，寻求领导力发展培训，并扩大其网络，获得个人成长和专业发展。 

Recent literature on women’s leadership suggests that their leadership approach is more effective for institutional growth. However, they are still under-represented in key leadership roles. Particularly, in the context to higher education leadership of developing countries, their presence in executive and academic positions seems to be trivial. Thus, the purpose of this doctoral dissertation is to understand various forms of barrier that affects women’s access to higher education leadership role in the context of Nepal, and identify ways to overcome these barriers from the societal, institutional and individual levels.

For this, a textual analysis was conducted following a transcription and coding of data collected using an in-depth narrative inquiry with five women working in senior academic position or in mid-level teaching positions in the higher education institutions of Nepal. Based on the findings, the study claims that gender-centric mindset and unsupportive environment acts as major barriers, which affects women’s ability to balance work-life and leads to various other self-perceived barriers. Nevertheless, the study suggests a need to have supportive environment, internal motivation and role models to overcome such barriers. It further claims that family and colleagues can support aspiring women leaders to balance their work-life whereas educational institutions can provide mentorship and leadership development opportunities, and incorporate gender-friendly policies. On the other hand, study notes that being persistent and internally motivated can help them develop self-confidence and leadership capabilities. Besides, acting as role models, and encouraging other aspiring women can also help them leverage their leadership skills, build a network, and overcome self-perceived barriers.

Consequently, the study makes following recommendations; firstly, for university administrators, it suggests them to create a gender-balanced work culture by diversifying their leadership team, and focusing on gender-friendly policies to address the concern of patriarchal mindset. They should facilitate leadership development programs, training, mentorship, and networking opportunities at all levels to groom and prepare future women leaders. Besides, for aspiring women leaders, the study suggests them to look out for role models and mentors. Equally, it suggests them to encourage and support other aspiring women to progress in the leadership journey and work towards building a healthy relationship with their colleagues and families to gain their support.  They should also take initiatives, risks, and challenges and seek leadership development training, and expand their network to grow personally as well as professionally.