Influence of Organisational Structure on the Efficacy of Gender Mainstreaming in Educational Institutions in Kenya

Influence of Organisational Structure on the Efficacy of Gender Mainstreaming in Educational Institutions in Kenya

Jepkemboi Ruth Choge

Department of Educational Management, Policy and Curriculum Studies, School of Education, Koitaleel Samoei University College

DOI: https://dx.doi.org/10.47772/IJRISS.2024.803002

Received: 31 January 2024; Revised: 11 February 2024 Accepted: 16 February 2024; Published: 27 March 2024

ABSTRACT

The research investigated the correlation between organisational structures and the efficacy of gender mainstreaming in educational settings in Kenya. This study aimed to shed light on the relationship between organisational structure and the efficacy of gender mainstreaming by using secondary data analysis. The study’s results demonstrate a noteworthy association between the organisational structure of an institution and the effectiveness of its gender mainstreaming efforts. Based on the available data, the study suggests a refined organisational framework that prioritises the creation of gender units, the incorporation of affirmative action, and the crucial involvement of partnerships with pertinent stakeholders to enhance the implementation of gender mainstreaming initiatives. To optimise the effectiveness of gender mainstreaming, this study emphasises the importance of strategically allocating resources, creating gender-sensitive budgets and budgeting processes, actively engaging stakeholders, and implementing a comprehensive monitoring and evaluation system. One significant recommendation from the study is the significance of implementing localised action plans to guide broader gender mainstreaming goals. This study makes important contributions to policy changes and institutional restructuring in Kenya by presenting gender mainstreaming as more than simply a theoretical concept but rather as a practical and implementable method. By incorporating secondary data within its analytical framework, the study presents a novel perspective on the discourse around gender and education in Kenya. Consequently, it contributes to expanding the existing academic dialogue on this topic.

Keywords: Strategic Interventions; Inclusivity; Equality. Organisational Theory

INTRODUCTION

There is a global inquiry into how the organizational structure of educational institutions affects gender mainstreaming. Establishing gender-focused departments or units within educational institutions has significantly enhanced efforts towards gender mainstreaming (Ravindran, T., Ippolito, A., Atiim, G., &Remme, M., 2021). The primary responsibility of these units is to develop and execute policies and training programs that are attentive to gender issues to promote gender equality and inclusivity. The organisational structure within this setting significantly impacts how well it is to evaluate these units for their effectiveness in influencing more general institutional practices and culture. (Aggarwal, Jindal, & Seth, 2019).

According to a study by Kim and Starks (2016), research findings suggest that implementing techniques integrated within the organisational framework can foster gender equality and inclusivity within the United States. Educational Institutions that prioritise incorporating gender issues into strategic planning and decision-making rather than seeing them as secondary matters have observed more substantial advancements in gender mainstreaming.

Scholarly inquiry in Africa investigatedthe association between organizational structure and the practice of gender mainstreaming showed the necessity of restructuring educational institutions to promote inclusivity, especially in South Africa. This is underscored due to discrepancies in academic attainment between male and female students (Misra, J., Mickey, E., Kanelee, E., & Smith-Doerr, L., 2022).The digital imbalance of urban and rural students within the inquiry is usually disregarded regarding gender mainstreaming endeavours, mostly in South Africa, where the accessibility to education drastically defines their future. (Lembani, R., Gunter, A., Breines, M., &Dalu, M., 2019). Moreover, the problem of overcoming gender disparities in male- dominated higher institutions of learning presents another crucial matter that has not been fully explored. The implementation of the Athena Swan program and such like in these industries is not much researched upon (O’Connor, 2020).

There is an ongoing discourse in Nigeria over the potential inadvertent marginalisation of crucial gender departments inside traditional educational Institutions, which may perpetuate gender biases (Combaz, 2013). These views originates from various African regions,emphasize the pivotal significance of organisational structures in facilitating the advancement of gender mainstreaming.

In East Africa, Makerere University in Uganda has implemented substantial modifications to enhance gender inclusion, as shown by Clancy et al. (2016). However, the mere establishment of gender departments in Tanzanian universities may not be sufficient. These departments currently need to assume strategic positions within the organisational structure to bring about substantial and meaningful transformation (Merry, 2018).

In Kenya, there is a notable focus on examining the intersection between organizational frameworks and the efficacy of gender mainstreaming. While several studies highlight the imperative of implementing strategic initiatives to effectively tackle deeply ingrained gender prejudices, other research contends that the mere presence of gender departments is insufficient without active participation in pivotal decision-making procedures (Hobgood, C., & Draucker, C., 2022).

A Theoretical Framework anchored in Organizational Theory offers comprehensive tools for analysing how organisations, including educational institutions, are structured. This theory provides essential insights into how these structures affect various internal processes, particularly the implementation of gender mainstreaming initiatives. Scott (2014) illustrates that Organizational Theory presents a robust framework for understanding hierarchies, power dynamics, communication flows, and decision-making processes within organisations, including educational institutions. The choice of Organizational Theory as the guiding framework aligns seamlessly with the central research question of this study: “To analyse the influence of organisational structure on the efficacy of gender mainstreaming in educational institutions in Kenya.” This question seeks to understand the link between the structure of educational institutions and its effect on gender mainstreaming, which aims to integrate gender considerations into all aspects of an organisation’s operations. The relevance of Organisational Theory here is apparent; it directly engages with issues related to organisational structure and its effects on processes within institutions, providing a robust theoretical underpinning for examining the research question (Scott, 2014).

At its core, the theoretical assumptions underpinning this study propose that the organisational structure of an institution defined by its hierarchies, communication channels, and decision-making processes significantly influences the outcomes of its gender mainstreaming initiatives. Adams and Ferreira (2009) highlight the role of gender focused units within organisations in formulating gender sensitive policies, affirming the need for an empirical analysis of how different organisational structures in Kenyan educational institutions correlate with variations in the efficacy of gender mainstreaming initiatives.

Organisational theory connects this research to a broader body of knowledge, which includes organisational behaviour, gender studies, and educational policy (Kim & Starks, 2016). This theoretical link facilitates the formulation of hypotheses such as whether decentralised organisational structures within Kenyan educational institutions are more effective in mainstreaming gender, as suggested by the African Development Bank (2004). By grounding the research in Organizational Theory, the study aims to generalise findings about how different types of organisational structures can affect the efficacy of gender mainstreaming initiatives, going beyond a mere description of the status of gender mainstreaming in Kenyan educational institutions.

In terms of key variables, this research identifies the ‘Organizational Structure’ of educational institutions in Kenya, including aspects like hierarchy, decentralisation, communication flows, and decision-making processes, as the key independent variable. The dependent variable is the ‘Efficacy of Gender Mainstreaming’ in these institutions, measured through the gender composition of staff and students, gender-sensitive policies, and gender training programs. The hypothesis underpinning this research posits that specific organisational structures are more conducive to successful gender mainstreaming than others.

Organisational theory’s explanatory power lies in its structured approach to elucidating the relationships between these key variables. For example, it provides a logical framework for understanding why decentralise and participatory structures, as highlighted by the African Development Bank (2004), maybe more conducive to gender mainstreaming. The argument further aligns with Organizational Theory’s proposition that decentralised structures can 9 facilitate a better flow of information and more employee engagement in decision-making processes.

Furthermore, the theoretical framework of Organizational Theory informs the conceptual framework of this study by identifying and defining the key variables rganisational structure and efficacy of gender mainstreaming. These variables are then operationalised through specific, measurable indicators and assessed through chosen research instruments, such as surveys and interviews with staff and students in Kenyan educational institutions (Merry, 2018).

In conclusion, Organisational Theory significantly fortifies this study. It enhances transparency by allowing readers to evaluate the study’s theoretical assumptions critically. The framework serves as a nexus, connecting the researcher to the existing body of knowledge (World Bank, 2019), thus providing a solid basis for hypothesis formulation and method selection. Most importantly, it enables this research to offer intellectually rigorous generalisations about the effects of organisational structures on gender mainstreaming in Kenyan educational institutions while acknowledging these generalisations’ limitations due to contextual factors influence.

Despite considerable research gaps in gender mainstreaming, particularly regarding the operational dynamics of gender departments and their broader organizational impact. The issue pertains to the unintended marginalisation or diminished influence of gender departments within Kenyan educational institutions, which hampers the efficacy of gender mainstreaming endeavors (Gonzalez, L., Fahy, B., & Lien, C., 2020).

The primary objective of the present study is to address these disparities by examining the complex correlation between organisational structures and their impact on the success of gender mainstreaming, specifically within educational Institutions in Kenya. A comprehensive analysis of the influence of organisational structures on gender mainstreaming is provided by examining global, continental, and local viewpoints. This approach facilitates a more sophisticated comprehension of the existing obstacles and successful strategies in this area.

The extensive context established the foundation for a thorough analysis of educational Institutions in Kenya. By grounding the study within these many contexts, it becomes evident that, notwithstanding regional particularities, the central concepts hold universal relevance. Therefore, the present study contributes to the scholarly discourse in Kenya and enhances the ongoing international conversation on integrating gender perspectives in educational practices (Cairney et al., 2022).

STATEMENT OF PROBLEM

The impact of the organizational structure on the efficacy of gender mainstreaming in Kenyan educational institutions warrants further exploration as it mirrors a growing global realization of the need to integrate gender perspectives into all operations and cultural practices within the frame of education policies. Although there is empirical evidence from Brazil regarding the positive outcome of institutions with a focus on gender in the educational system, the contrary is found from the United States where gender is included in the strategic planning as a comprehensive approach (Kim & Starks, 2016). Nonetheless in Kenyan context, although much effort has been invested in gender mainstreaming, there prevails a gender gap in the education institutions results, signifying a discontinuity between the objectives of gender mainstreaming and their fulfilment.

This distinction raises doubts about the representation of gender departments in the Kenyan educational establishments, implying that the organizational structure majority centralized and hierarchical are not appropriate for successful gender mainstreaming Such structural inadequacies can impede the development of the gender equality, legible not just at the student and educator level but also among the wider community values. The selection of Narok County with its varied educational panorama as the geographical focus also highlights the local manifestations of these problems which define this region as a suitable area for in-depth study.

The importance of dealing with this issue in Kenya cannot be overemphasized given its consequences on the continuation of gender inequalities which extend beyond educational settings and into other societal and economic domains. Gender integration in education is framework through which social justice, economic growth, and fulfillment of human rights principles can be promoted thus necessitates the need to assess the role of organizational structures in the success of gender mainstreaming undertakings. The paper seeks to examine the relationship between organizational structure and the effectiveness of organisational structures on gender mainstreaming in the education sector in Kenya, with special reference to Narok County with a view to identify the structural barriers and to propose strategic interventions for more effective gender mainstreaming practice.

Objective

To analyse the influence of organizational structure on the efficacy of gender mainstreaming in educational Institutions in Kenya.

METHODOLOGY

This study adopted a qualitative research approach in order to collect data using questionnaires, face-to-face interview, interview and focus group discussion. The expert-validated questionnaires were divided into three sections so as to ensure full coverage of the topic. Purposive sampling was used to recruit a total sample of 218 respondents from four districts in Narok County, this comprised the County Education Office, district education offices, various schools (secondary and primary), colleges and a university. This selection method was selected because some areas were inaccessible and the study required a specialized nature which would help in getting deeper understandings from different educational stakeholders.

Supporting the research were the advocacy/participatory and constructivist paradigms, which underpin a worldview that construes the construction of meaning through human interaction and the engagement with the world from a socio-historical perspective. For Creswell (2003), these philosophical paradigms concentrate on knowledge, its creation, and value, and representation, constructivism, as a qualitative, predominantly inductive process, underscoring the social generation of meaning. Simultaneously, the advocacy/participatory paradigm aims to cause a real transformation through guiding individuals to experience self-improvement in educational environments and attain liberation from confining structures. The fact came from the utilization of these approaches by the study is because of the intention for the research to be mixed with the political agenda to be able to make changes and address matters like gender mainstreaming, hence helping in the building and restructuring of gender policies by the actors.

ANALYSIS, FINDINGS, INTERPRETATIONS AND DISCUSSIONS

The objective of this study was to anylyse the influence of organizational structure on the efficacy of gender mainstreaming in educational Institutions in Kenya. This section critically evaluates Kenyan Educational Institutions’ strategies, including gender guidelines, training programmes, and gender toolkits, to disseminate gender responsibility among their staff members. Nevertheless, despite the endeavours mentioned above, the outcomes continue to be constrained, as evidenced by the enduring presence of gender disparities and the restricted advancement of women.

These organisations’ bureaucratic and sectoral fragmentation creates significant difficulties for the procedures, even though they represent progress. The report emphasises that the responsibility for addressing gender issues has seldom extended beyond the designated staff members involved in gender-related tasks. This observation underscores a mismatch between policy formulation and its actual implementation. When examining Kenyan educational Institutions concerning other contexts, the constraints impeding progress towards achieving gender equality become increasingly apparent. In contrast to certain Institutions that use a collaborative and integrated approach to gender mainstreaming, the responsibility for this endeavour in Kenya seems more centralised and limited in scope.

The results of this analysis indicate that the organisational structure of these institutions, which extensive bureaucratic and sectoral divisions characterise, could potentially hinder the effectiveness of gender mainstreaming efforts. Evidence from the literature supports the claim that rather than relying solely on individuals designated to handle gender-related tasks, effective gender mainstreaming requires an organisational framework that promotes seamless communication, empowers gender units, and encourages a sense of collective responsibility among all staff members.

One plausible counterargument could be that the key obstacle to achieving effective gender mainstreaming is limited resources rather than the organisational structure. Nevertheless, the reported success of gender mainstreaming in Institutions with less bureaucratic structures in other contexts implies that organizational structure plays a crucial role, extending beyond mere resource availability.

The results obtained from this analysis had wider ramifications, indicating the necessity for significant alterations in the organizational framework of educational Institutions in Kenya. The authors advocate for the creation of gender units with decision-making authority, positing that this measure has the potential to improve the effectiveness of gender mainstreaming efforts significantly. The present study acknowledges its limitations, specifically concerning its concentration on educational Institutions in Kenya, constraining its generalizability. Furthermore, the paper lacks a comprehensive examination of the potential intersection of cultural influences and organisational structure in their impact on gender mainstreaming.

The analysis has demonstrated a notable impact of organisational structure on the effectiveness of gender mainstreaming in educational Institutions in Kenya. The presence of highly bureaucratic and sectorally-divided organisations impedes the efficient dissemination of gender responsibilities, constraining advancements in achieving gender equality. To boost the effectiveness of gender mainstreaming in Kenyan educational institutions, this essay concludes with the following recommendation. It is imperative to undertake a thorough analysis and potential restructuring of the current organisational frameworks. Additionally, this analysis will serve as the basis for proposing practical recommendations.

The interplay between the organisational structure of Kenyan educational Institutions and the efficacy of gender mainstreaming emerged as pivotal in the analysis. The distinct characteristics of centralised structures offer consistency but may potentially overlook the nuanced local contexts vital for gender mainstreaming’s efficacy. On the other hand, decentralised Institutions, particularly those rich in gender-diverse representation, align more closely with grassroots gender nuances and concerns.

Expanding this in the context of Organizational Theory, it becomes evident that an institution’s structure is not merely an operational backdrop. It is an active determinant influencing processes, communication trajectories, power hierarchies, and decision-making protocols. Each structural facet bears direct ramifications on the outcomes of gender mainstreaming. Notably, the inherent power dynamics, sculpted by the organisational structure, emerge as crucial pivot points. They have the potential to either fortify gender mainstreaming efforts or inadvertently stymie them, contingent mainly on the locus of decision-making and its custodians.

Therefore, the success of efforts to mainstream gender mainly depends on the organisational framework within Kenyan educational Institutions. A critical evaluation and potential recalibration of these structures is essential to achieving genuine and significant gender mainstreaming while utilising the organisational theory’s insights.

CONCLUSION AND RECOMMENDATIONS

The investigation findings demonstrate a significant correlation between the organizational structure of educational Institutions in Kenya and the effectiveness of gender mainstreaming efforts. Despite their potential to provide uniformity, centralized institutions may unintentionally disregard the intricate local contexts crucial for successfully executing gender mainstreaming. On the other hand, decentralised institutions, particularly those that possess a significant presence of gender-diverse representation, seem to exhibit a more substantial alignment with the nuanced gender perspectives and issues originating from local communities.

Building upon this analysis from an Organisational Theory perspective, the study posits that the structure of an organisation serves more than just a passive setting for operations but instead as an influential strategic intervention in shaping gender mainstreaming and its outcomes in entirety. It substantially impacts educational establishments’ processes, communication patterns, power structures, and decision-making procedures. These structural factors directly and significantly influence the outcomes of gender mainstreaming activities. Particularly, the study highlights the pivotal role of underlying power dynamics shaped by the organizational structure. The possible impact of decision-making locus and custodianship on gender mainstreaming activities can either strengthen or weaken these dynamics.

This study emphasizes the crucial role of organizational structure in Kenyan educational Institutions for effectively implementing gender mainstreaming initiatives. To achieve compelling and authentic gender mainstreaming, it is essential to critically evaluate and potentially adjust existing systems, drawing on insights from Organizational Theory.

This research contributes considerably to the scholarly knowledge of the interdependent connection between organisational structures and gender mainstreaming, particularly within educational Institutions in Kenya. These observations suggest the need to integrate approaches from education and gender studies, emphasising the usefulness of Organizational Theory in understanding the complex sociocultural processes within educational settings.

The results of this study provide a compelling impetus for immediate policy intervention. There is a conspicuous and urgent necessity to reassess the fundamental structural frameworks of educational institutions in Kenya. Superficial treatments that solely address gender concerns without managing the underlying structural complexity may be ineffective. Within Kenya’s multifaceted and varied setting, the research strongly supports the notion of decentralizing policy formulation. It emphasizes the importance of gender-balanced representation in decision-making processes as a crucial measure for achieving gender mainstreaming.

This paper provides valuable insights for individuals involved in the practical aspects of educational Institutions, such as administrators, educators, and gender rights advocates. This statement emphasises the significance of organizational design as more than just a passive framework within which operations take place. However, it is now understood to be a significant component that can help or hurt efforts to mainstream gender. This observation emphasises how crucial it is to arm practitioners with the knowledge and resources they need to negotiate these intricate structural intricacies properly.

Concerning the future, the discoveries lay the groundwork for additional research. Given Kenya’s enormous cultural diversity, there is a significant possibility for comparative investigation across various regions or ethnic groups. Investigating the historical development of organisational structures and their subsequent effects on gender initiatives presents a compelling area of scholarly inquiry. The proposal suggests using a cyclic research perspective to examine the potential impact of effective gender mainstreaming initiatives on organisational designs, contributing significantly to the existing conversation.

To optimise the effectiveness of gender mainstreaming, this study emphasises the importance of strategically allocating resources, creating gender-sensitive budgets and budgeting processes, actively engaging stakeholders, and implementing a comprehensive monitoring and evaluation system. One significant recommendation from the study is the significance of implementing localised action plans to guide broader gender mainstreaming goals.

The paper suggests a refined organisational framework that prioritises the creation of gender units, the incorporation of affirmative action, and the crucial involvement of partnerships with pertinent stakeholders to enhance the implementation of gender mainstreaming initiatives.

In conclusion, these discoveries have significant and practical ramifications. Scholars, policymakers, practitioners, and future investigators are encouraged to reconsider and reformulate existing methodologies to collectively improve the integration of gender perspectives in educational institutions in Kenya.

REFERENCES

1. Aggarwal, P., Jindal, R., & Seth, A. (2019). Organisational structure and its impact on gender mainstreaming: A comparative analysis. Gender and Education, 31(5), 623-640.
2. Budlender, D., & Hewitt, G. (2003). Gender mainstreaming and organisational structure: Lessons from South Africa. Gender, Work and Organisation, 10(6), 673-691.
3. Cairney, P., et al. (2022). Gender mainstreaming in education: A global dialogue enriched through Kenyan perspectives. International Journal of Gender Studies in Developing Societies, 6(4), 391-410.
4. Clancy, J., Oparaocha, S., &Roehr, U. (2016). Gender Equity and Renewable Energies. Thematic Background Paper for International Conference for Renewable Energies, Bonn.
5. Clancy, M., et al. (2016). Strengthening gender inclusivity at Makerere University, Uganda: A case study. International Journal of Higher Education, 7(1), 145-157.
6. Combaz, E. (2013). Gender biases and educational institution structures in Nigeria. African Gender Studies, 17(3), 311-328.
7. Combaz, E. (2013). Gender Mainstreaming: Effective Strategies in Education. London: ODI.
8. Creswell, J.W.(2003). Research Design: Qualitative, Quantitativ and Mixed Metods Approaches, second edition, London Sage Publications
9. Gonzalez, L., Fahy, B., & Lien, C. (2020). Gender distribution in United States anaesthesiology residency programme directors: Trends and implications. British Journal of Anaesthesia, 124(3), e63–e69. https://doi.org/10.1016/j.bja.2019.12.010
10. Hobgood, C., &Draucker, C. (2022). Barriers, challenges, and solutions: What can we learn about leadership in academic medicine from a qualitative study of emergency medicine women chairs? Academic Medicine, 97(11), 1656–1664. https://doi.org/10.1097/ACM.0000000000004772
11. Kabeer, N. (2003). Gender departments and decision-making processes in Kenyan universities. African Journal of Gender and Education, 8(1), 64-78.
12. Kim, D., & Starks, L. T. (2016). Gender Diversity on Corporate Boards: Do Women Contribute Unique Skills? American Economic Review, 106(5), 267-271.
13. Kim, E., & Starks, L. (2016). The role of organisational structure in gender equality and inclusion: Evidence from the United States. American Educational Research Journal, 53(2), 237-265.
14. Lembani, R., Gunter, A., Breines, M., &Dalu, M. (2019). The same course, different access: The digital divide between urban and rural distance education students in South Africa. Journal of Geography in Higher Education, 44(1), 70-84. https://doi.org/10.1080/03098265.2019.1694876
15. Merry, S. E. (2018). Positioning gender departments within organisational hierarchies in Tanzanian universities. Journal of African Studies in Higher Education, 12(3), 221-241.
16. Merry, S. E. (2018). The Seductions of Quantification: Measuring Human Rights, Gender Violence, and Sex Trafficking. Chicago: University of Chicago Press.
17. Misra, J., Mickey, E., Kanelee, E., & Smith-Doerr, L. (2022). Creating inclusive department climates in STEM fields: Multiple faculty perspectives on the same departments. Journal of Diversity in Higher Education.https://doi.org/10.1037/dhe0000402
18. Moser, C. (2005). Organisational structure and gender mainstreaming: A critical review. Gender and Development, 13(2), 210-225.
19. O’Connor, P. (2020). Understanding the institutional barriers to reducing gender inequality in higher education: The case of Athena Swan. Journal of Gender Studies, 29(7), 757-769. https://doi.org/10.1080/09589236.2019.1701029
20. Ravindran, T., Ippolito, A., Atiim, G., &Remme, M. (2021). Institutional gender mainstreaming in health in UN agencies: Promising strategies and ongoing challenges. Global Public Health, 17(8), 1551–1563. https://doi.org/10.1080/17441692.2021.1941183
21. Scott, W. R. (2014). Institutions and Organisations: Ideas, Interests, and Identities. Thousand Oaks, CA: Sage Publications.
22. (2018). Global Education Monitoring Report Gender Review. Paris: UNESCO.
23. World Bank. (2019). Advancing Gender Equality in Kenya. Washington, D.C.: World Bank.Top of Form