Obi, Lovelin I., Umeokafor, Nnedinma ORCID: https://orcid.org/0000-0002-4010-5806, da Silva, Helio Brites, Pereira, Emilia Freitas and Daniel, Emmanuel (2026) Intersectional disaggregated data practices and leadership interventions for women in higher education: evidence from Timor-Leste. Education Sciences, 16 (5):804. ISSN 2227-7102 (Online) (doi:10.3390/educsci16050804)

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Abstract

Timor-Leste, Asia’s youngest nation since its independence in 2002, has been making progress in its education sector. However, these gains have not translated into leadership representation as expected, with women remaining significantly underrepresented in senior academic and managerial roles in higher education. While existing studies highlight the potential of intersectional disaggregated data to enhance the visibility of layered inequalities and inform more targeted leadership interventions, its application in Timor-Leste remains at an early stage. This study examines respondents’ perception of barriers and enablers influencing the collection and use of intersectional disaggregated data, and their association with perceived leadership interventions aimed at advancing women in higher education leadership in Timor-Leste. A survey design was employed, with questionnaires administered to purposively selected academic and non-academic staff across selected universities in Timor-Leste. Data were analysed using descriptive and inferential techniques, including the Kruskal–Wallis test, and Spearman’s rank correlation (ρ). The findings suggest that respondents perceive key leadership interventions to include women’s leadership development programmes, mentorship, mental health support, and establishment of dedicated equality and diversity units Respondents also identified key enablers and barriers influencing the collection and use of intersectional disaggregated data, including staff training in ethical data practices, the use of mixed-method approaches, and the provision of privacy protections, alongside constraints related to data systems, capacity, and leadership support. Spearman’s analysis showed significant associations between perceived enablers and barriers influencing the collection and use of intersectional disaggregated data and perceived leadership interventions. This study contributes to the gender equity literature by providing empirical insights on perceived institutional conditions, reported barriers, enablers and perceived mechanisms through which intersectional data may inform leadership-related interventions in the context of Timor-Leste’s higher education system.

Item Type:	Article
Additional Information:	This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education.
Uncontrolled Keywords:	data for equality; educational leadership; leadership interventions; gender equity, higher education, intersectional data, women advancement
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / School / Research Centre / Research Group:	Faculty of Engineering & Science Faculty of Engineering & Science > School of Engineering (ENG)
Related URLs:	https://www.mdpi.com/2227-7102/16/5/804
Last Modified:	21 May 2026 11:14
URI:	https://gala.gre.ac.uk/id/eprint/53549

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