Why African Universities Must Do More Than Encourage Women to Publish

The Bigger Problem Behind Women’s Underrepresentation in Academic Leadership

Across Sub-Saharan Africa, more women are entering science, technology, engineering and mathematics (STEM) research than ever before. Yet relatively few reach senior academic or university leadership positions. A recent Ghana-focused initiative suggests that the obstacle is not simply a lack of talent or ambition—it is the unequal conditions under which women work, publish and build academic careers. Times Higher Education University of Nottingham Association of African Universities

The project, led by the University of Nottingham, Ho Technical University, and the Association of African Universities, supported 28 female STEM lecturers in Ghana through writing workshops, mentorship and leadership training. Its findings offer important lessons for universities across Africa. Times Higher Education University of Nottingham Association of African Universities

Why Publishing Matters So Much

In many African universities, academic publishing is closely tied to promotion, recognition, research funding and leadership opportunities. Without a strong publication record, lecturers often struggle to advance into senior positions. Times Higher Education

However, publishing requires time, mentorship, research networks, funding and institutional support—resources that are not distributed equally. Female academics frequently balance teaching, administrative duties, doctoral studies, family responsibilities and community obligations, leaving less time for research and writing. Times Higher Education Association of African Universities University of Nottingham

As the researchers argue, the issue is not merely helping women publish more papers; it is changing the gendered conditions of academic work that make publishing—and leadership—harder for women to achieve. Times Higher Education Association of African Universities

What the Ghana Project Did Differently

Rather than focusing only on research output, the programme combined three elements:

• Writing support: a two-day workshop on practical academic publishing strategies.
• Mentorship: a 10-month programme connecting participants with experienced academics.
• Leadership development: online sessions exploring leadership identity, resilience, confidence and career progression.

This integrated approach recognised that publishing, career advancement and leadership are interconnected challenges. Times Higher Education University of Nottingham

Did It Work?

The results were encouraging:

92%

submitted a manuscript during or after the programme

65%

authored or co-authored a paper

94%

said mentorship was useful or very useful

93%

felt confident or somewhat confident about pursuing leadership

38%

had already taken steps toward a leadership role

89%

planned to mentor other female STEM lecturers

Outcomes reported by participants in the Ghana-focused mentorship, writing and leadership initiative.

These figures suggest that targeted support can improve both research productivity and leadership confidence when mentorship and career development are addressed together. Times Higher Education University of Nottingham Association of African Universities

The Five Lessons Universities Should Learn

1. Rigid eligibility rules can exclude the very women programmes aim to support

The project initially targeted female STEM lecturers who already held doctorates. Organisers later realised that many early-career lecturers in African universities are expected to publish while still completing their PhDs. Restricting participation to doctorate holders risked reproducing existing inequalities. Times Higher Education

Why it matters: African academic career pathways often differ from those assumed in many international programmes. Support schemes must reflect local realities rather than imported definitions of who qualifies as an early-career researcher. Times Higher Education

2. Programme design must fit women’s actual working lives

Participants were balancing teaching, administration, family care and other responsibilities. A short intensive workshop made attendance possible for many who could not commit to a week-long programme. Sessions were also recorded, and online activities were scheduled around personal and religious commitments. Times Higher Education

The trade-off: Shorter programmes improve access but limit how much writing can be completed during the training itself. Organisers deliberately prioritised participation over duration. Times Higher Education

3. Time—not motivation—is often the biggest barrier

When participants were asked to identify their greatest challenge, the most common answer was time. Many described teaching, administrative work, doctoral study and caregiving competing for the same limited hours. Some even joined online mentoring sessions while travelling for research fieldwork. Times Higher Education

Key insight: Workshops and retreats can temporarily create writing time, but lasting change depends on universities redesigning workload models and career structures so that research time is genuinely protected. Times Higher Education

4. Mentorship needs structure, not just goodwill

The mentorship programme was highly valued, but some mentoring relationships struggled because teaching schedules and other responsibilities made regular engagement difficult. The researchers argue that future programmes should include scheduled check-ins, clearer monitoring systems and early mechanisms for resolving problems. Times Higher Education

Lesson: Effective mentoring requires coordination, accountability and institutional support—not simply pairing a junior academic with a senior colleague. Times Higher Education

5. Mentoring is real academic labour and should be funded

Participants said continued access to mentors was one of the most valuable aspects of the programme. Yet mentoring is rarely recognised in university workload models or promotion systems. Senior academics often provide this support voluntarily, making it uneven and difficult to sustain. Times Higher Education

The researchers recommend that mentoring be budgeted as a formal programme activity and recognised as legitimate academic work. They also encourage reciprocal models in which mentors involve mentees in collaborative writing and research projects, gradually helping them become independent scholars and future mentors themselves. Times Higher Education

What Happens Next?

Participants called for longer mentorship periods, grant-writing support, writing retreats, networking opportunities and stronger attention to well-being, including counselling and work-life balance support. The Association of African Universities, which represents about 450 institutions, has committed to sharing the project’s lessons across its network. Times Higher Education Association of African Universities

The Bigger Takeaway

The Ghana project shows that women’s underrepresentation in academic leadership is not simply a publishing problem. It is a structural problem involving time, workload, mentorship, funding, recognition and institutional culture. Supporting women to publish is important, but universities will achieve lasting gender equity only if they also reform the conditions under which academic work is done. As the researchers conclude, the real challenge is ensuring that women have the time, resources, networks, recognition and well-being support needed to participate fully, progress and lead in African higher education. Times Higher Education Association of African Universities University of Nottingham

The explainer is based on the Times Higher Education feature published on 5 August 2026 and the Ghana-focused project described in the uploaded source document. Times Higher Education University of Nottingham Association of African Universities.