A design-based research approach to understanding women's journey into executive leadership through higher education

This paper examines the complex pathways women navigate toward executive leadership positions, with particular focus on the role of higher education in shaping aspirations, the influence of role models and mentorship, and the significance of organisational culture in facilitating or constraining women’s leadership development. Drawing from a comprehensive Design-Based Research (DBR) study that developed and implemented an innovative MBA Women’s Leadership course, this research employs Interpretative Phenomenological Analysis (IPA) and Bakhtin’s dialogic framework to understand how women construct and negotiate their leadership identities within institutional contexts. The study addresses three critical research questions through a mixed-methods approach involving 45participants across two iterative cycles of course development and implementation. Quantitative analysis revealed statistically significant improvements across all leadership dimensions (p<0.001), with effect sizes ranging from 0.89 to 1.45, indicating large to very large practical significance. Qualitative findings demonstrate that women continue to face systemic barriers including gender stereotypes (73.3% of participants), limited role model availability (84.4%), and work-life integration challenges (77.8%).Key findings demonstrate that when leadership development is specifically tailored to women's lived experiences and challenges, it can lead to enhanced confidence (Cohen’s d=1.24), deeper self-understanding, and stronger preparation for leadership roles. Six-month follow-up data revealed that 42.9% of participants received promotions or advancement, 59.5% gained new leadership opportunities, and 83.3% pursued additional professional development. The study contributes both theoretical insights into leadership identity formation and practical strategies for creating more inclusive educational and organisational environments. The research highlights the critical importance of intersectional approaches that recognise the compounded barriers faced by women from diverse backgrounds, with women of colour reporting 15-22% higher barrier levels across most categories compared to white women. These findings have significant implications for educational institutions, organisational leaders, and policymakers committed to advancing gender equity in leadership positions.