Gender Equality and Sustainability in Vietnamese Higher Education: Educators’ Perspectives

Muhammad Qasim Rana (), Angela Lee (), Tran Van Ty and Dao Phong Lam
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Muhammad Qasim Rana: School of Built Environment, University College of Estate Management, Reading RG1 4BS, UK
Angela Lee: School of Built Environment, University College of Estate Management, Reading RG1 4BS, UK
Tran Van Ty: Faculty of Water Resource Engineering, Can Tho University, Can Tho 900000, Vietnam
Dao Phong Lam: School of Foreign Languages, Can Tho University, Can Tho 900000, Vietnam

Administrative Sciences, 2025, vol. 15, issue 5, 1-20

Abstract: Gender inequality remains a critical challenge in Vietnamese higher education, particularly regarding how academic roles and advancement opportunities are distributed. Despite existing policies promoting gender equality, gaps persist in leadership and career development, potentially limiting women’s representation and growth. This study examines Vietnamese educators’ perspectives on gender equality in higher education, focusing on academic rank awareness and attitudes toward gender-related issues. A quantitative research design was employed, using a structured survey distributed among faculty members across different academic ranks, including lecturers, senior lecturers, associate professors, and professors. Data were analysed through statistical measures, including frequencies and percentages, mean scores, standard deviations, the Mann–Whitney U test, the Kruskal–Wallis H-test, and post hoc analysis to assess variations in perspectives on gender equality based on academic positions. The findings reveal significant differences in gender equality awareness across academic ranks. Educators in senior positions reported greater recognition of gender disparities, especially in leadership roles and promotion processes, than those in junior roles, who exhibited less awareness of such issues. This study’s practical implications suggest that Vietnamese higher education institutions should adopt targeted interventions, such as gender awareness programs and transparent promotion processes, to foster a more inclusive environment. Additionally, mentorship programs for female academics could enhance their career advancement opportunities. This research contributes original insights into how the academic hierarchy affects gender equality perceptions within Vietnamese higher education, offering a basis for the development of policies that support equitable career pathways.

Keywords: gender equality; higher education; Vietnam; sustainability; educator perception (search for similar items in EconPapers)
JEL-codes: L M M0 M1 M10 M11 M12 M14 M15 M16 (search for similar items in EconPapers)
Date: 2025
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