Lived Experiences of Women Academicians’ Research Productivity in Higher Education of Azad Jammu and Kashmir

Lived Experiences of Women Academicians’ Research Productivity in Higher Education of Azad Jammu and Kashmir | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Lived Experiences of Women Academicians’ Research Productivity in Higher Education of Azad Jammu and Kashmir Farooq Abdullah Abdullah, Hazir Ullah Ullah This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6328320/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 12 You are reading this latest preprint version Abstract This article examined the lived experiences of women academicians’ research productivity in higher education of Azad Jammu and Kashmir (AJK). We aimed to know about the lived experiences of women academicians about their research productivity while working in coeducation universities. We employed qualitative research design in the same fashion as used by the feminists for analysis of lived experiences of women academicians across the world. We designed an interview guide using purposive sampling technique. We collected data from 32 women academicians from four public sector universities of AJK. We analyzed the data through thematic analysis. Thus, we conclude that women academicians’ low research productivity is due to many factors. These barriers include barriers of academic and nonacademic workload, lack of mentoring and networking services, obstacles from demonstrative offices, imbalance of academic expectations and family responsibilities. last but not the least is low research profiles and citations of women academicians in higher education. We substantiate Smith's (1987) argument that institutional ruling texts shape the realities of both men and women and reinforce the interests and values of those who operate the academic institutions—primarily men—while women remain marginalized in the process. We suggest improving the research productivity of women academicians by establishing dedicated mentoring and networking to provide tailored support, guidance, and resources to help women navigate academic challenges, develop research skills, and expand their professional networks. Social science/Education Social science/Sociology Research Productivity Women Men Higher Education Family Citation Introduction Recently, increasing interest of researchers in research productivity is indicative of significance of the issue the world over. Alehegn and Diale ( 2021 ) revealed that research productivity is one of the core measures of academic performance of academicians and important indicator for calculation of university rankings. Many studies Amutuhaire ( 2022 ), Andrason and Van-den Brink (2023), and Chikane ( 2018 ) compared research productivity across continents, developed, and developing dichotomy and explored the main factors that influence the research productivity of women academicians. These studies show that a considerable attention has been devoted to the topic of research productivity of women academicians for the last few decades. This attention is warranted due to several factors of promotion, indexes of departmental, and institutional prestige. Garnett and Mahomed ( 2012 ) argued that it is also strongly associated with the academicians’ reputation, visibility, and advancement in the academic reward structure. Indeed, Alghanim and Alhamali ( 2011 ) maintained that the sheer number of publications is far more influential in shaping one’s career trajectory, that is the quality of the conducted research. Studies on research productivity revealed that women publish less than men globally (Abrizah & Nicholas, 2017; Abramo, D’Angelo, & Caprasecca, 2009 ; Babbar, Prasad, & Tata, 2000 ). Even after a vivid gender reversal change in higher education careers, Caliskan and Zhu ( 2020 ) contended that women academicians publish less than their counterparts across societies. Here, Doğan and Arslan ( 2024 ) argued that men are advantageous to have sole responsibilities of building profile by publishing research and hunting the opportunities for research and development. While Arslan ( 2019 ) stated that women academicians merely deal and balance with the academic expectations and family responsibilities. In this way, Hesli ( 2011 ) found that women academicians find less time to focus their career trajectories by conducting and publishing research like men. Many researchers have focused on the family related variables (Torrisi, 2012 ), number of children (Dost & Cenksever, 2007 ) or having spouse academics. Dogan (2013) and Ozgul (2022) elaborated that family related factors have been used as the object of inquiry in previous studies primarily due to the potential time conflict that arises between family and career responsibilities. Previous studies center on family responsibilities traditionally imposed on female professors and the effect these have on their ability to be highly productive (Keet, 2020 ; Naz, Awan, Umair, & Noureen, 2022 ). Vurayai and Ndofirepi ( 2022 ) analyzed that family responsibilities remain a central focus of research on faculty productivity in the light of large number of young, mostly female professors who choose to postpone decisions about marriage and childrearing until after they receive tenure (Zait, 2020 ). Archer ( 2008 ) revealed that more women than men decide to leave academe or choose nontenure track positions because of family responsibilities. Moreover, given the early career decisions usually occur during the time span coinciding with the early child rearing, and later career decisions may coincide with elder care (Austin, Sorcinelli, & McDaniels, 2007). Research on family related roles produces mixed results. Some studies show that women’s low research productivity is due to engagement with child rearing (Bartley, & Roesch, 2011 ; Cadez, Dimovski, & Groff, 2017). This reveals the negative relationship between marriage and productivity. Researchers Batool et al. ( 2013 ) and Ali (2014) identified that women academicians face many barriers when working with male colleagues in higher education. These barriers hinder their professional development of research productivity and affect their career progression. Batool and Sajid ( 2013 ) conducted a study on the status of women in higher education and concluded that women face structural barriers of lack of mentoring services in the universities. They also explored in other study Batool et al. ( 2013 ) that besides mentoring services, women academicians experience networking issues that add on the gender inequalities in recruitment and persist through out the career while nudging the promotion processes. Similarly, Bhatti and Ali ( 2020 ) also highlighted the need to mentoring services for women academicians with low research productivity. While Abdullah and Ullah ( 2022 ) emphasized that women academicians’ research productivity can be improved by mentoring services to develop better networking connections for research. They conducted this study on lived experiences of women academicians in HEIs of AJK. It is noteit is only study conducted on women academicians in higher education. They further told that senior women neither guide their junior colleagues to conduct research not they include them in their research networks. The professional lives of women academicians revolve around the research and research outputs (Abdullah & Ullah, 2022 ; Berger & Malkinson, 2000 ). While Chaudhry ( 2000 ) concluded women academicians are under immense pressure to do and publish research. Thus, publishing research forms the core of their professional identities. Keet ( 2020 ) stated that academic reward structures place a high value on research productivity. Academicians can literally trade their publications for promotion and to attract research funding including other material benefits (Kosygina, 2005 ). A high research output volume also elevates university’s status because local and international ranking of the universities are measured by research output (Macbeth, 2001 ). Consequently, academicians are under pressure to publish in high ranking and high impact journals to publish or perish (Bagilhole & White, 2011 ). Research publications are important criterion for the career development of academicians. It is given considerable weight in the promotion process. Studies Eagly and Carli ( 2007 ), Eddy and Ward ( 2017 ), and Ekine ( 2018 ) revealed that many factors affect women’s research productivity. Several issues negatively affect the research productivity of women academicians. For example, absence of role models, lack of mentoring, and lack of access to national and international networks. Friedman ( 2020 ) shows that mentoring, networking and role models are important indicators for the career development of academicians both men and women. These factors have been found helpful in increasing the research productivity by maximizing the chances of promotion (Gregory, 2006 ). Study Context This research was conducted in the state of Azad Jammu and Kashmir (AJK) predominantly administered by Pakistan. In AJK, the indicators of education are far better than other provinces of Pakistan. For example, the literacy rate is 82 percent while gender parity for girls and boys entering schools and colleges is achieved (Planning & Development, 2023). Similarly, gender parity is also achieved in universities. This means that the proportion of girls has substantially increased for the last few decades. The situation of research productivity in global South is even worse for the women academicians particularly in South Asian countries including Pakistan. A similar trend is found in increasingly expanded higher education of AJK. Preconceived and biased notions about the research and academicians and about the worthiness of research topics make it difficult to become published scholars in journals. In higher education of Pakistan, many studies have been conducted on women academicians’ challenges (Bhatti & Ali, 2020 ; Bhatti & Ali, 2021 ; Batool, & Sajid, 2013 ). However, research productivity of women academicians remined an ignored area so far. By the same token, three studies, Batool and Sajid ( 2013 ), Batool et al. ( 2013 ) and Abdullah and Ullah ( 2022 ) have been conducted on the issue focusing two different dimensions of the research topic. Thus, as mentioned earlier, women academicians in largely expanded higher education of AJK need immediate attention of researchers. Thus, we aimed to know the lived experiences of women academicians about their research productivity while working in coeducation universities. We conducted this study in four public sector universities of AJK to paint a broader picture of research productivity in these universities. Review of Literature Women enrolment has substantially increased to double in higher education since 1970 (UNESCO, 2010). Research productivity is important for both faculty and institutions (Blackmore & Sachs, 2001 ). It plays a key role in academic success since it is one major requirement for academic promotion. Bombuwela and De-Alwis (2013) argued that it enhances the faculty’s ability to respond to the challenges in constantly changing academic environment. Chanana ( 2012 ) stated that it strengthens their professional growth, status, and self-confidence. Chesterman ( 2009 ) highlighted that high research productivity improves the quality of teaching since it helps faculty develop their knowledge and skills required for effective teaching. Moreover, Cook and Glass ( 2014 ) revealed that research productivity enhances the reputation and prestige of an institution. Its national and international ranking results in attraction of more domestic and international students (Davidson, & Burke, 2012 ). High research productivity is one of the factors which can take university to the national and international ranking. However, Davis & Maldonado ( 2015 ) asserted that faculty contribution in research is an important indicator to decide the fate of their career. Studies Doyle ( 2007 ) and Forster ( 2001 ) and Gibson ( 2006 ) have shed light on the significance of research productivity in higher education (universities). They stated that men academicians have been working in academic since long. While women in academia continue to face systematic barriers of gender biases, limited access to resources and unequal opportunities for career development. Despite these obstacles, proportion of women increased in research publications across developed countries (Luke, 2000 ). This is attributed to the various initiatives taken to address the disparities, such as mentoring programs, scholarships, and policies promoting work life balance (Machado-Taylor, & Ozkanli, 2013). These interventions were important for the career growth of women in higher education. This growing engagement of women in academic research has been pivotal for advancement of knowledge across various disciplines. Thus, research engagement by women contributed to scientific and academic advancement by creating inclusive, equitable educational system through research and development. However, Morley and Crossouard ( 2015 ) argued, women in higher education of developing countries face many severe challenges in research productivity that impacts their career aspirations and societal progress. There are subtle and overt forms of biases in hiring, promotion and resource allocation. In many cases, women academicians are expected to demonstrate greater expertise and productivity rather than men while receiving unequal recognition leading to research productivity. This results into the unequal access to research funding and limited research opportunities while men receive preferential treatment in research publication. In developing countries, women academicians face significant pressures of research publications in academia (Naz, Awan, Umair, & Noureen, 2022 ; Babbar, Prasad, & Tata, 2000 ). As research publications are directly associated with the career development in higher education. Peterson ( 2015 ) stated that women academicians experience immense pressure of research productivity. While Pyke-Karen (2018) found that women academicians consume their time for academic and nonacademic goals, and they either find less or no time for the research productivity. By the same token, Andrason and Van den Brink ( 2023 ) added that besides academic and nonacademic tasks, women have family responsibilities, look after children and meet the sociocultural expectations. Rab ( 2010 ) and Bhatti and Ali ( 2020 ) argued that women are also discriminated by men bosses or colleagues in research productivity. Similarly, Bhatti and Ali ( 2021 ) revealed that women academicians are deficient in allocation of resources while men occupying the higher power positions do not intend to listen and guide the junior women academics in career advancement. On the other hand, senior women academicians do not bother to guide their junior colleagues. Despite recent significant gains by women academicians, they comprise only one third of faculty nationwide. Di Bitetti and Ferreras ( 2017 ) argued that women academicians remain underrepresented in the more prestigious institutions and even at higher faculty ranks. Moreover, Fox ( 2005 ) stated that the careers of men and women academicians frequently differ, with women being more likely than men to devote time to teaching and advising (Haq, 2021 ), serve in part-time positions, and teach in the fields unlike the ones in which they are trained. Haq and Tanveer ( 2020 ) viewed that these differences and inequalities further exacerbate by the fact that women faculty spend significantly more time than their male counterparts do on household and childcare responsibilities. Thus, they argued that women academicians face substantial challenges in their pursuits of jobs, tenure, and promotions. There are many discourses concerning women’s research productivity. Hayward ( 2017 ) found that family expectation and burden, lesser time in the workforce, differing priorities and male biases. Studies show that men tend to be more prolific than women in higher education. This means that men produce more research while women are deficient in research productivity. Studies Hedjazi and Behravan ( 2011 ), and Hosseinpour and Gilavand ( 2017 ) revealed that women academicians’ research productivity is adversely affected in various ways. As Jung ( 2012 ) reported that during 1994–2004, male research productivity is as higher to 80–82 percent while women research productivity is as lower as 22 to 35 percent The lack of mentoring services is one of critical area for women academicians in higher education. Lack of mentoring services will result in low professional development and hence research productivity (Katz & Coleman, 2001 ). While Kwiek ( 2015 ) said that mentoring plays a key role in guiding the early career academicians by supporting them to navigate their academic career challenges, locating resources, and developing networks. Leisyte and Dee ( 2012 ) analyzed that lack of mentoring services lead women academicians to the significant challenges to their academic trajectories. Amutuhaire ( 2022 ) said that in most of the universities, mentoring programs are often male dominated where fewer female faculty members are either provided guidance or no guidance even. Garnett and Mahomed ( 2012 ) added that this is unfortunate in the field where women are already underrepresented. Caliskan and Zhu ( 2020 ) maintained that women academicians face difficulties to connect with the mentors whereas mentors less likely understands the challenges of gender biases and other obstacles of family responsibilities and academic expectations. in this way, women face difficulties sin career progression, securing research funding and hence research publications. Doğan and Arslan ( 2024 ) described that mentoring services are also due to the fewer institutional resources and lack of mentoring programs. Thus, women in such setting become alienated and isolated form research. Hesli and Lee ( 2011 ) found that networking plays a key role in academic excellence by providing opportunities for collaborative research, access to resources, exposure to new ideas, and visibility within the academic community. However, Torrisi ( 2012 ) and Dogan (2013) stated that lack of networking services significantly contributed to the low research productivity of the women academicians. Keet ( 2020 ) added that women academicians face barriers to effective networking in order to produce high quality research. Zait ( 2020 ) said that one of the key reasons with networking is gender-based inclusion in academic networks. As Archer ( 2008 ) argued that most of the academic events are male centered while women are less likely engaged with such activities of conducting seminars, conferences, and social events. Thus, women have limited access to research connections for professional growth. Bartley and Roesch ( 2011 ) revealed that institutional support for networking is often insufficient because resources are not provided to women academicians. So, these structural barriers hinder women academicians’ professional skills and they less likely contribute to the research and publications. In addition to the exclusion from informal networks, mentoring plays a key role in networking. Alehegn and Diale ( 2021 ) unveiled that women academicians often have fewer mentors that do even do not properly guide women academicians for the career advancement in higher education. Consequences of limited networking opportunities for women academicians will find difficult for them to have string professional connections for research publications and research funding. Theoretical Framework This study is informed by the popular concepts of ruling text and relations of ruling by Dorothy Smith ( 1987 ). These concepts are critical to understand how power production is operated in the academia while women experience exclusion. According to Smith ( 1987 ), the ruling text is a dominant form of knowledge, documents and texts produced by powerful institutions. These text shape and define social reality without considering the experiences of marginalized group. These are authoritative writings that give how people are expected to act or understand the world. These texts are not neutral but reflect and reinforce the interests and values of ruling group [men]. In relation to ruling, power is structured and maintained through these texts and other institutional mechanisms. She argues that these relations operate through a web of control where knowledge and authority are used to shape individuals’ behavior and beliefs. This power dynamics is often invisible and normalized, making it difficult for those affected. Methodology Research Design This research offers valuable insights into the research productivity of women academicians in higher education of Azad Jammu and Kashmir (AJK). Adopting a qualitative research design inspired by feminist approaches, we sought to understand the lived experiences of women academicians. Qualitative research is crucial in gaining an in-depth, nuanced understanding of human experiences related to social phenomena, as it provides detailed insights into how individuals interpret and make sense of their world. It also helps uncover patterns and trends, offering a glimpse into the subjective realities of women academicians (Creswell & Creswell, 2015). We employed an exploratory research method to uncover the lived experiences of these women. This flexible approach allows for the exploration of hidden phenomena (Stebbins, 2001 ) and offers a participatory perspective, enabling us to understand the viewpoints of participants in a meaningful way (Tracy, 2024 ). Sample and sampling technique Primarily, we selected four out of six public sector universities in Azad Jammu and Kashmir (AJK) for this study. We focused on coeducational universities where both men and women hold academic positions. In these universities, there are 241 female academicians working in various academic roles, such as research associates, junior lecturers, lecturers, assistant professors, associate professors, and full professors. However, we did not include research associates and junior lecturers in the study due to their low numbers, as they were either on study leave or unavailable for participation. As a result, we decided to include the remaining women academicians in the sampling frame. We obtained informed consent from the Institutional Review Board (IRB) of Mirpur University of Science and Technology (MUST), and this consent was formally shared with all the targeted universities, where they allowed us to collect data. Additionally, we obtained personal consent from each participant included in the study. To ensure a representative sample, we focused on a proportion of academicians from each academic position. We initially identified the women academicians in each university and sent them a formal request, explaining the objectives and significance of the study. Following this, we visited each participant in person to facilitate smooth data collection and allowed them to select a date and time that suited them for the interview. We received an overwhelmingly positive response from the participants. In total, we interviewed 32 women academicians in their offices, and the sample size reached saturation point. Once saturation was achieved, we stopped conducting interviews and began analysing the data. Furthermore, we employed purposive sampling, which, according to Willis (2020), allows researchers to select participants based on their knowledge of the population and the needs of the study. The following table presents the demographic details of the women academicians included in the study. We established inclusion criteria, which required each participant to have at least 5–10 years of service, to be experienced, and to be married with children. Each interview was conducted in a manner that encouraged participants to discuss their experiences according to the predefined themes. Table 1 presents the demographic details of 32 participants interviewed from four public sector co-educational universities: These are named as University-I (U-I), University-II (U-II), University-III (U-III), and University-IV (U-IV). Participants were numbered from 1 to 32 (P-1 to P-32). In U-I, ten participants were interviewed, four from the Faculty of Social Sciences and Humanities, five from the Faculty of Sciences and one from Faculty of Engineering. Among these, four assistant professors, four lecturers and two professors were interviewed. The participants' ages ranged from 31 to 59 years, with their professional experience spanning from 6 to 30 years. Seven participants hold PhD while three hold MS degree. The number of children among participants varied from 2 to 5. In U-II, ten participants were interviewed, including one professor, one associate professor, four assistant professors, and four lecturers. Five participants were from the Faculty of Humanities and Social Sciences, three from the Faculty of Sciences, and two from the Faculty of Management Sciences. Six participants hold a Ph.D., while four held an MS degree. Their ages ranged from 31 to 49 years, and their years of experience varied from 6 to 24 years. The number of children ranged from 2 to 5. Notably, all female participants reported having a male supervisor. U-III included six participants, three from Management Sciences, two from the Faculty of Arts, and one from the Faculty of Sciences. Among these, two participants held a Ph.D., and four held an MS degree. The participants' ages ranged from 29 to 40 years, with professional experience ranging from 6 to 15 years. The number of children among the participants ranged from 2 to 6. Finally, in U-IV, six participants were interviewed, with two holding a Ph.D. and four holding an MS degree. Their ages ranged from 32 to 41 years, and their years of experience varied from 6 to 15 years. The number of children ranged from 2 to 5, with two participants selected from each of the Faculties of Arts, Sciences, and Management Sciences. Table 1 Demographic information of participants. No. University Age Qualification Experience Children Faculty Designation 1 U-1-R-1 31 MS 7 2 Social Science Lecturer 2 U-1-R-2 33 PhD 8 3 Science AP 3 U-1-R-3 37 MS 9 2 Social Science Lecturer 4 U-1-R-4 44 MS 11 4 Science Lecturer 5 U-1-R-5 36 PhD 6 3 Social Science AP 6 U-1-R-6 42 PhD 10 5 Science AP 7 U-1-R-7 59 PhD 30 3 Science Professor 8 U-1-R-8 53 PhD 18 4 Science Professor 9 U-1-R-9 39 PhD 12 2 Engineering Lecturer 10 U-1-R-10 41 PhD 9 3 Social Science AP 11 U-2-R-11 49 PhD 24 2 Social science Professor 12 U-2-R-12 47 PhD 21 4 Science Assoc. Prof 13 U-2-R-13 45 PhD 17 5 Social science AP 14 U-2-R-14 46 PhD 18 3 Social science AP 15 U-2-R-15 43 PhD 12 4 Social science AP 16 U-2-R-16 41 PhD 14 5 Science AP 17 U-2-R-17 34 MS 7 4 Social science Lecturer 18 U-2-R-18 31 MS 6 2 Science Lecturer 19 U-2-R-19 36 MS 9 3 MS Lecturer 20 U-2-R-20 32 MS 8 3 MS Lecturer 21 U-3-R-21 33 MS 7 3 Arts Lecturer 22 U-3-R-22 29 MS 6 2 MS Lecturer 23 U-3-R-23 38 PhD 12 4 Science AP 24 U-3-R-24 39 MS 15 5 MS Lecturer 25 U-3-R-25 40 MS 14 6 Arts Lecturer 26 U-3-R-26 36 PhD 9 2 MS AP 27 U-4-R-27 41 PhD 15 4 Science AP 28 U-4-R-28 39 PhD 11 5 Arts Ap 29 U-4-R-29 34 MS 8 2 MS Lecturer 30 U-4-R-30 36 MS 10 3 Arts Lecturer 31 U-4-R-31 32 MS 6 2 Science Lecturer 32 U-4-R-32 37 MS 9 4 MS Lecturer Measurement We designed an interview guide and conducted interviews with women academicians in their respective offices. The interview guide was structured and shared with the participants in advance. It included six questions, with probing used to gain a deeper understanding of the issues. An interview guide is essential as it serves as a structured framework for conducting interviews, ensuring consistency, reliability, and clarity throughout the data collection process (Roberts, 2020 ). Before starting the study, we pretested the interview guide by interviewing five women academicians. This pretesting helped ensure the effectiveness, reliability, and validity of the research design, instrument, and methodology. After the pretest, we began interviewing the participants consecutively at each university. We conducted the interviews in both English and Urdu, with each interview lasting approximately one hour. The data collection process took four months to complete due to the geographical challenges of Azad Jammu and Kashmir, where universities are located at considerable distances from one another. We visited each participant according to the time frame they provided. To maintain accuracy, all interviews were recorded with the participants' consent. We captured their personal experiences using an audio recorder, while also taking notes. The purpose of recording was to overcome the natural limitations of human memory and the potential for intuitive glosses that may occur when listening and writing simultaneously. Data analysis : We reviewed the recording of each interview, allowing participants to re-examine the recordings to their satisfaction. We used thematic analysis, following the six steps outlined by Strauss and Corbin ( 1990 ): familiarization with the data, generating initial codes, searching for and reviewing themes, defining and naming themes, and finally, writing the analysis. A similar approach was employed by Hennekam et al. ( 2020 ). To become familiar with the data, we transcribed the interviews into written documents. During the transcription process, we organized and prepared the collected data for analysis by repeatedly listening to the audio recordings to gain insights into each participant’s responses and ensure that every question was answered thoroughly with probes and prompts. We transcribed the recordings line by line, carefully including each significant statement relevant to the topic, in line with the emerging themes. This approach ensured a deep understanding and comprehensive explanation of the data. We transcribed the data for each university separately and later combined the data to maintain homogeneity. We extracted the following themes from the data and analysed them according to the six steps outlined by Braun and Clarke ( 2006 ). This approach is commonly used in qualitative research for analysing and interpreting themes in data. Engagement of Women Academicians in Research Women Academician and Mentoring Services Women Academician and Networking Services Administrative Work and Research Academic demands and family expectations Research Profiles and Citation Ethical Considerations As mentioned earlier and confirmed here, we took informed consent from IRB of the university. This consent was formally sent to each university while each university allowed us to collect data. Moreover, we also took the consent of each participant before the interview. To ensure confidentiality and anonymity, they were given pseudonyms to keep their identity and information confidential as shown in Table 1 . We ensured autonomy, privacy, and dignity of each participant included in the study. Key Findings During the past few decades, considerable attention has been given to the topic of faculty research productivity. Research productivity is important for institutional prestige and strongly associated with faculty member’s reputation, visibility, and advancement in the academic reward structure (Alehegn & Diale, 2021 ). Indeed, the number of publications is influential in shaping one’s career trajectory as well as the quality of the research produced (Garnett & Mahomed, 2012 ). However, stepping into the global issue of women’s low research productivity, women academics are underrepresented in research productivity in global Soth in general and Pakistan in particular. Similar situation is found in AJK where number of women in expanded higher education is less than one third of total number that vividly affect the research productivity of women. We collected data from women academicians working on different positions in academia. From the data, we extracted the following themes. Engagement of Women Academicians in Research Women Academician and Mentoring Services Women Academician and Networking Services Administrative Work and Research Academic demands and family expectations Research Profiles and Citations Engagement of Women Academicians in Research Researchers Hesli and Lee ( 2011 ) and Torrisi ( 2012 ) argued that women’s lives usually revolve around professional academic research productivity. Özgül ( 2022 ) added women’s participation in research will further help to reduce gender inequalities while contributing to the diverse range of ideas and questions and hence knowledge. Vurayai and Ndofirepi ( 2022 ) divulged that women’s engagement in research promotes academic equity by challenging the traditional workplace and adding new ideas and knowledge. Like other developing countries, women are deficient in research productivity in global north including Pakistan and AJK. Although, Archer ( 2008 ) maintained, women work in higher education, however the challenging workplace consume their time, and they find no time to conduct and publish their research. While research productivity is equally important for men and women for their academic growth. The majority of participants reported that women academicians face significant pressures to maintain research productivity in their academic career. Due to the rapid expansion of higher education, women primarily focus on conducting and publishing research within universities in Azad Jammu and Kashmir (AJK). However, participants argued that women publish less than men in higher education. This observation aligns with the argument that women academics often struggle with low research productivity. All participants noted that they engage in research as part of their academic responsibilities, with many emphasizing that their research efforts are personally driven. As reflected by one participant, "I conduct research personally as part of my academic career but making it publish is a laborious work." Another added, “Research work process is second name of patience. One may take time first to conduct research and even take more time to write article.” Moreover, they all agreed that conducting research or participating in research activities is integral to their careers. However, several participants pointed out that the demands of academic and non-academic tasks leave little time for independent research. One participant expressed, "I feel comfortable conducting research personally but find little time for research activities due to academic and non-academic tasks." This highlights the challenge women academicians face, balancing teaching responsibilities and administrative duties, which restricts their ability to pursue research independently. The study participants also found that women academicians often engage in research alongside their students. They supervise student research and aim to publish the results. However, as one participant stated, "We supervise students’ research and try to publish the results, but only a few of these papers get published." This sentiment was shared by all participants. Women academicians complained of time constraints due to academic and non-academic goals. They stated that this arises the issue of imbalances of academic and non-academic responsibilities where women put their energy to fulfil these goals while their research is highly ignored. One of the participants stated, “I work on my academic tasks, taking classes, checking assignments and quizzes. Major proportion of time spent here than I rush to balance my non-academic tasks This strain engulfs my research and hence publication.” Another woman added that “I face time management issues when I talk about the research publications. It seems difficult to conduct and publish research with such a heavy workload.” Almost all the participants had similar views regarding the time constraints. It further engages the social and institutional barriers that restrict the women active participation in research productivity. As all the participants agreed that academic career of women academicians is complex interplay of social and institutional barriers. They face many issues including availability of resources, funding, research facilities. One of the academicians said, “Besides academic load, we face social and institutional barriers in conducting research. I often see lack resources further marginalize us for research activities.” A woman magnified the situation on funding for research publications by arguing that, “we cannot publish internationally because there is no funding for academicians.” While another participant said, “I publish locally but could not dare to publish internationally because they do not compromise quality, and I do not see how we meet their standard with no funding.” Additionally, women often collaborate with colleagues within their university on research publications. A few participants also publish with former colleagues, though this trend is slow. One participant explained, "I have published an article with my colleague. We divide the work on the article and complete it collectively." It is worth noting that women academicians are keen to publish in various journal categories, including those recommended by the Higher Education Commission (HEC). While most participants expressed a preference for quantitative or mixed-method research (MMR), a few also conducted qualitative research. One teacher shared, "I conduct research in the quantitative domain and sometimes use MMR based on the nature of the research." On the other hand, a qualitative researcher stated, "I conduct research in the qualitative domain and often use discourse analysis." The following excerpt summarizes the overall situation of research productivity in higher education: I am comfortable conducting personal research. I try to be engaged in research activities. I have also published with my colleagues at this university, and one of the articles was published with a colleague from a different university. I supervise students and encourage them to publish research papers. However, the quality of student publications remains low. On the basis of above findings, it is argued that women academicians publish research, however their frequency of publication is slower, and they publish in local journals due to time constraints, unavailability of resources and lack of funding. This means that women academicians are deficient in research publications. Similar argument is given by Garnett and Mahomed ( 2012 ). They also revealed that women publish less than men in higher education. Chikane ( 2018 ) also substantiates our research findings. We conclude that women academicians in higher education of AJK publish less. Thus, research productivity remains a challenge for their careers. Women Academician and Mentoring Services In higher education, mentoring services play a key role in enhancing research productivity of women academicians (Abrizah, Xu, & Nicholas, 2017 ). As men occupying academia have strong foothold in institutional legacy while mentoring their juniors’ subordinates’ colleagues (Berger & Malkinson, 2000 ) whereas women academicians do not have such mentoring services that lag them behind men. Similarly, mentoring also encourages academicians to conduct and publish research and search for research groups (Macbeth, 2001 ). Simultaneously, mentoring among women academics is essential for professional growth and joint venture prospects. The study findings unveiled that participation of women is less than men in the university and majority of them are occupying the lower academic positions. Women academicians do not have any mentoring services for women academicians’ research and development in the university. One of the respondents said, “Mentoring services are limited to the official documents while on ground women are struggling without mentoring services in research.” This assertion is supported by all the academicians that women do not have any kind of mentoring services in the university. Findings also revealed that women academicians are demotivated by other colleagues in research collaboration. As stated by one academician that “I faced that women academics do not cooperate with each-other in research.” Senior women academicians although talk about these issues of mentoring and research collaboration but they lack bonding in the research. They do not guide their junior colleagues of academics another respondent said, “Women are demotivated for research due to lack of mentoring services.” Similarly, women academicians also complained about the lack of resources and funding. Another reason for demotivation of research is lack of funding and rewards by the university. One academics said, “I think university does not want to engage researchers because there are no resources and funding allocated for research university.” A very interesting aspect of mentoring identified by female academicians is jealousy and competition found any women academics. They argued that senior women academicians (if any) do not mentor juniors to conduct and publish research in groups. In this way, they lack mentoring services in the university. This issue is of great importance as women academicians do not cooperate with each other while knowing that male producing research across universities. One respondent said, “I think women do not cooperate to form groups for the research.” In this way, women lag men in producing research. This means that women academicians are unable to frame connection of their research production. Although respondents admitted that they have connections with their colleagues, supervisors and students but they do not conduct and publish research in groups. Consequently, women lack networking within and outside the university. Excerpt magnifies the situation. I think there is a lack of mentoring services in the university. Senior women do not intend to guide their junior colleagues. Their connection with pervious colleagues, supervisors and researchers is of no use because they do not conduct and publish research. I think there must be mentoring services for women academicians for the research purposes. These findings enabled us to argue that women academicians cannot produce research without mentoring services in the university. Similarly, Eagly and Carli ( 2007 ) also found that women academics lack mentoring services while Ekine ( 2018 ) noted that major reason of women’s low research productivity is absence of mentoring services in the university. Therefore, we assert that women academicians need affective mentoring services to boost their research productivity. Women Academician and Networking Services The significance of networking services for the research productivity of women academicians is multifaceted Friedman ( 2020 . These services play a crucial role in fostering collaboration, enhancing visibility, and providing access to resources that support academic and professional growth. networking services enable women academicians to connect with peers, researchers, and mentors from various institutions and disciplines (Gregory, 2006 ). These collaborations can lead to joint research projects, grant opportunities, and interdisciplinary studies that may not be accessible without such networks. Chanana ( 2012 ) found collaborative research essential for advancing knowledge, as it often leads to higher-impact publications and broader dissemination of findings. The study's findings revealed that women’s participation in universities is lower than that of men, with the majority occupying lower academic positions. Furthermore, women academicians lack mentoring services for research within the university. One respondent highlighted, “Networking services are limited to official documents, while on the ground, women are struggling without networking in research.” This sentiment was echoed by all the academicians, who agreed that women do not have adequate networking opportunities within the university. The findings also indicated that women academicians are often demotivated by their colleagues when it comes to research collaboration. As one academician noted, “I faced that women academics do not cooperate with each other in research.” Although senior women academicians acknowledge the importance of networking and research collaboration, they often fail to build strong bonds in research. They do not guide their junior colleagues, as another respondent pointed out: “Women are demotivated for research due to lack of networking services.” In addition, women academicians voiced concerns about the lack of resources and funding for research. One academician remarked, “I think the university does not want to engage researchers because there are no resources or funding allocated for research.” The absence of funding and rewards by the university further contributes to the demotivation of women in research. An intriguing issue raised by female academicians is the presence of jealousy and competition among women in academia. They observed that senior women academicians, if present, do not mentor junior colleagues in conducting or publishing research as part of a group. This lack of support and networking within the university is a significant challenge. As one respondent stated, “I think women do not cooperate to form groups for research networking.” Consequently, women lag behind men in terms of research productivity. Although respondents acknowledged having connections with colleagues, supervisors, and students, they reported that they do not conduct or publish research in groups. This reflects a broader lack of networking both within and outside the university. These findings suggest that women academicians cannot produce research effectively without adequate networking services within the university. This aligns with the findings of Davis and Maldonado ( 2015 ), who noted the absence of networking services for women in academia, and Cook and Glass ( 2014 ), who identified the lack of networking as a key factor contributing to the low research productivity of women. Therefore, we argue that effective networking services are essential for enhancing the research productivity of women academicians. Administrative Work and Research Numerous studies have highlighted the imbalance between research, credit hours, and administrative duties worldwide (Doyle, 2007 ; Forster, 2001 ). These studies emphasize that maintaining a balance between research and administrative responsibilities is crucial for the smooth progression of academic careers. Gibson ( 2006 ) found that women academicians, already facing challenges in research productivity, are further burdened by both academic and non-academic tasks. As a result, their overall efficiency, particularly in research, is significantly impacted. Our study's findings corroborate these observations, revealing that women academicians experience a decline in research productivity due to multiple factors, including their involvement in academic and non-academic tasks. The primary reason for this low productivity is their engagement in administrative duties, which consumes valuable time that could otherwise be spent on research. Many women academicians shared that they are less productive in research compared to their male counterparts due to the demands of non-academic tasks. As one respondent noted, “I must complete credit hours, supervise students, and meet other non-academic tasks. This leaves me with little time to focus on research papers.” All respondents reported being overwhelmed by their academic workload, leaving little room for research publication. As one participant summed it up, “We are engaged in the required workload. We take classes, grade assignments, and quizzes. Additionally, we are assigned unpaid administrative tasks. As a result, we cannot focus on conducting and publishing research. Moreover, we also have familial responsibilities to attend to.” Women academicians also mentioned that they are sometimes tasked with organizing meetings and events within the university. One respondent described, “Sometimes the Head of Department asks me to participate in an event, but I often find these events irrelevant and a waste of time.” This sentiment was shared by other participants, who all agreed that there is a lack of research culture at the university. The findings suggest that the excessive administrative workload on women prevents them from producing research articles. These assertions align with findings from other scholars globally. For instance, Luke ( 2000 ) observed that women academics are frequently assigned administrative tasks by their male colleagues, hindering their ability to conduct and publish research. Morley and Crossouard ( 2015 ) similarly endorsed these conclusions, noting that women lag behind men in research productivity due to their increased administrative responsibilities. Academic demands and family expectations For women academicians, balancing academic expectations and family responsibilities is particularly significant due to the unique challenges they face in academia and at home Pyke-Karen (2018). Both areas of life are deeply interwoven, and the way they navigate these expectations plays a crucial role in their professional success, personal well-being, and overall life satisfaction Andrason and Van den Brink ( 2023 ). Academic expectations are fundamental to a woman academician’s career and professional identity. These expectations include teaching, research, publishing, administrative duties, and contributing to the academic community (Babbar, Prasad, & Tata, 2000 ). Meeting these expectations is critical for career progression and success. Our study participants shared that they are overwhelmed by both academic and non-academic responsibilities. They diligently manage the required credit hours, along with grading assignments and quizzes, while also addressing student issues. As a result, they struggle to find sufficient time for research, and the time dedicated to supervising research students is limited. One participant explained, “I am occupied with both academic and non-academic duties, working on various tasks, and I simply don’t find time for research.” Similarly, another participant shared, “After managing all my academic and non-academic responsibilities, I am exhausted and have no energy left to focus on research. I often ask my research students to meet once a week for guidance instead.” Many participants expressed similar sentiments regarding the burden of their academic and non-academic workloads. Additionally, participants mentioned that they are often assigned extra tasks by the Head of Department (HoD), further draining their time and energy, leaving little room for research activities. One participant remarked, “Sometimes the HoD asks me to participate in events that have nothing to do with my job, but I still have to attend. It feels like a waste of time.” Other participants shared similar experiences, stating, “I see how the HoD directs us to join social events of no real importance. It feels like they’re intentionally making us waste time.” The majority of respondents echoed these concerns. The following excerpt highlights the overall situation. I manage my academic responsibilities by teaching and addressing student concerns after classes. In addition, I participate in various committees and handle other tasks, including supporting research students. Occasionally, I am assigned additional duties by the Head of Department, such as completing reports or participating in events. In the midst of all these responsibilities, I struggle to find time to focus on my own research. As a result, I am unable to dedicate the time necessary to conduct and publish research. When it comes to family responsibilities, the majority of women reported that after completing their academic and non-academic tasks, they struggle to find enough time to spend with their families and children. Many of them explained that due to their heavy workload, they often carry official assignments home and work on them once their children are asleep. They all agreed that balancing academic expectations with family responsibilities is a challenging task, and despite their best efforts, it remains difficult to manage both effectively. In addition to their professional duties, they also face the pressure of fulfilling social and cultural obligations to maintain their place in society. As they pointed out, it is hard to meet social expectations in a meaningful way while pursuing an academic career. This sentiment is captured in the following excerpt: I fulfill my academic responsibilities, including teaching, supervising, and grading assignments and quizzes. I also take on tasks related to organizing social events on campus. Afterward, I dedicate my time to caring for my family, including my children and husband, and attending to the needs of relatives and friends. With these numerous commitments, I find it difficult to allocate time for research activities. As a result, I am unable to focus on conducting or publishing research. The above findings enabled us to conclude that women academicians publish less due to academic loads and family responsibilities. Similar findings are given by Hedjazi and Behravan ( 2011 ) and Fox ( 2005 ) who unanimously stated that women academicians publish less due to heavy academic loads coupled with familial responsibilities. Moreover, they argued that women academicians either find little or no time to conduct and publish research. Research Profile and Citation The significance of a research profile and citations for women academicians is multifaceted and plays a crucial role in shaping their academic careers, professional recognition, and contributions to their field (Haq & Tanveer, 2020 ). In academic settings, a strong research profile and a robust citation record are essential for career advancement, networking, and establishing credibility (Jung, 2012 ). A well-established research profile and high citation count are key indicators of an academic’s contributions and influence in their field. All the participants in the study viewed that research profile is key in academic career. However, majority of women academicians had not even the profile on google scholar and ResearchGate. Only few women had profile but poor profiles they argued, due to lack of time and busy academic and family responsibilities, they were unable to conduct and publish research. Many participants conducted research previously, but they do not have time now to process, write articles and publish. By the same token, almost majority of the participants had either no citation or fewer citations. While their men colleagues build enough profiles and citation score. This shows the intention of women academicians in research and development. The following magnifies the situation. I have registered on Google Scholar and ResearchGate, but due to my academic and non-academic responsibilities, I rarely have the time to update or visit my profiles. Since I do not publish regularly, my research activity remains limited, and as a result, I have only a few citations from local researchers. Although I would like to have a stronger academic profile, the demands of my academic and family responsibilities prevent me from improving it. On the basis of above findings, we conclude that women are deficient in research productivity and, hence, less likely cited by researchers. Out findings are similar to those of Leisyte and Dee ( 2012 ) and Amutuhaire ( 2022 ) who argue that women academicians are deficient in research profiles. They further emphasized that women academicians are less likely cited by the researchers. Discussions The concept of "ruling text" and "relations of ruling" is highly relevant in this study. In higher education, power is predominantly produced and operated by men. Men have long had access to academic careers, while women were only given entry later. Regarding research productivity, we find that the lower output of women compared to men is primarily a structural problem. The academic structure is designed to Favor men, enabling them to conduct and publish research, while women remain marginalized. The dominant form of knowledge, documents, and texts in academia are produced by institutions, and men have historically had the experience and authority to operate these institutions. Men, therefore, control the research process and the higher education system itself. This results in unequal access to research for women. Similarly, women lack institutional support, including resources, mentoring, and networking opportunities. Furthermore, women often face biases in the evaluation of their research compared to their male counterparts. This creates a disparity in the research productivity of men and women, where men contribute significantly to academic research, while women lag behind. It is evident that men, who operate the higher education structure, build the capacity to thrive within it, while women find it more difficult to navigate the academic system and produce research at the same level. Institutional texts, which are largely shaped and documented by men, reinforce the interests and values of the dominant group. These mechanisms operate as a web of control that shapes individual behaviour. As Smith ( 1987 ) illustrated, women academicians are marginalized within academic and institutional frameworks through ruling texts that influence their behaviour and reality. We agree with Smith’s assertion that institutions, operated by men, create and enforce dominant ruling texts that govern various spheres, including research productivity. It has been observed that while women attempt to engage in research, they face numerous barriers that impede their research capabilities. Women also struggle with issues related to mentoring and networking, which are typically more accessible to men, who have active and supportive research networks. Additionally, women often encounter challenges with administrative staff—who are mostly men in many universities—while men do not face such barriers, benefiting from a more favourable environment. Moreover, women often carry the dual burden of academic tasks and family responsibilities, which further hampers their ability to focus on research. As a result, their research profiles tend to be lower, with fewer citations. This pattern indicates that the research productivity of women is significantly influenced by ruling texts, leading to their marginalization in research output. Conclusion We conclude that the low research productivity of women academicians is due to multiple factors. While it is true that women academicians tend to publish fewer research papers, they do still engage in research. However, their publication rate is slower, and they often publish in local journals due to time constraints, limited resources, and lack of funding. Furthermore, women academicians face significant barriers in producing research without adequate mentoring services within the university. Similarly, the lack of effective networking opportunities within the university further hinders their ability to produce high-quality research. In addition, the heavy administrative workload placed on women academicians prevents them from dedicating sufficient time to research. Moreover, women academicians often struggle to balance academic responsibilities with family obligations, which further reduces their research output. As a result, women academics tend to have lower research profiles and fewer citations compared to their male counterparts. This observation aligns with Smith's (1987) argument that institutional ruling texts shape the realities of both men and women in the higher education system. These ruling texts reinforce the interests and values of those who operate the academic institutions—primarily men—while women remain marginalized in the process. We suggest improving the research productivity of women academicians by establishing dedicated mentoring and networking programs for women researchers. These programs should be designed to provide tailored support, guidance, and resources to help women navigate academic challenges, develop research skills, and expand their professional networks. Declarations Author Contribution Conflicts of InterestAuthors declare no potential conflict of interest. FundingThe funding for this study was not available Consent to PublishAll the authors contributed to the article and consented to publish the article Availability of Data and MaterialAll the material and data used in this study is available as many data bases were focusedCode AvailabilityThe data is simply processed through EndNote 9 and no other software is usedAuthors' ContributionsThis article is written by the first and corresponding author while second author revisited the article and suggested major changes. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6328320","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":435356784,"identity":"0c35f9de-af2b-4afb-afbe-4190a02723f5","order_by":0,"name":"Farooq Abdullah Abdullah","email":"data:image/png;base64,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","orcid":"","institution":"Mirpur University of Science and Technology","correspondingAuthor":true,"prefix":"","firstName":"Farooq","middleName":"Abdullah","lastName":"Abdullah","suffix":""},{"id":435356787,"identity":"f1f1418f-6f4d-4c17-9398-9e37973c08a1","order_by":1,"name":"Hazir Ullah Ullah","email":"","orcid":"","institution":"","correspondingAuthor":false,"prefix":"","firstName":"Hazir","middleName":"Ullah","lastName":"Ullah","suffix":""}],"badges":[],"createdAt":"2025-03-28 12:53:16","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6328320/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6328320/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":80112747,"identity":"aa60ee94-0293-4beb-ae69-248d6a4c0f6e","added_by":"auto","created_at":"2025-04-08 05:10:45","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":831738,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6328320/v1/14c6748b-e1ef-4bc2-b02b-b048bcab2d94.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Lived Experiences of Women Academicians’ Research Productivity in Higher Education of Azad Jammu and Kashmir","fulltext":[{"header":"Introduction","content":"\u003cp\u003eRecently, increasing interest of researchers in research productivity is indicative of significance of the issue the world over. Alehegn and Diale (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) revealed that research productivity is one of the core measures of academic performance of academicians and important indicator for calculation of university rankings. Many studies Amutuhaire (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Andrason and Van-den Brink (2023), and Chikane (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) compared research productivity across continents, developed, and developing dichotomy and explored the main factors that influence the research productivity of women academicians. These studies show that a considerable attention has been devoted to the topic of research productivity of women academicians for the last few decades. This attention is warranted due to several factors of promotion, indexes of departmental, and institutional prestige. Garnett and Mahomed (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) argued that it is also strongly associated with the academicians’ reputation, visibility, and advancement in the academic reward structure. Indeed, Alghanim and Alhamali (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) maintained that the sheer number of publications is far more influential in shaping one’s career trajectory, that is the quality of the conducted research.\u003c/p\u003e \u003cp\u003eStudies on research productivity revealed that women publish less than men globally (Abrizah \u0026amp; Nicholas, 2017; Abramo, D’Angelo, \u0026amp; Caprasecca, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Babbar, Prasad, \u0026amp; Tata, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Even after a vivid gender reversal change in higher education careers, Caliskan and Zhu (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) contended that women academicians publish less than their counterparts across societies. Here, Doğan and Arslan (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) argued that men are advantageous to have sole responsibilities of building profile by publishing research and hunting the opportunities for research and development. While Arslan (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) stated that women academicians merely deal and balance with the academic expectations and family responsibilities. In this way, Hesli (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) found that women academicians find less time to focus their career trajectories by conducting and publishing research like men. Many researchers have focused on the family related variables (Torrisi, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), number of children (Dost \u0026amp; Cenksever, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) or having spouse academics. Dogan (2013) and Ozgul (2022) elaborated that family related factors have been used as the object of inquiry in previous studies primarily due to the potential time conflict that arises between family and career responsibilities. Previous studies center on family responsibilities traditionally imposed on female professors and the effect these have on their ability to be highly productive (Keet, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Naz, Awan, Umair, \u0026amp; Noureen, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Vurayai and Ndofirepi (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) analyzed that family responsibilities remain a central focus of research on faculty productivity in the light of large number of young, mostly female professors who choose to postpone decisions about marriage and childrearing until after they receive tenure (Zait, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Archer (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) revealed that more women than men decide to leave academe or choose nontenure track positions because of family responsibilities. Moreover, given the early career decisions usually occur during the time span coinciding with the early child rearing, and later career decisions may coincide with elder care (Austin, Sorcinelli, \u0026amp; McDaniels, 2007). Research on family related roles produces mixed results. Some studies show that women’s low research productivity is due to engagement with child rearing (Bartley, \u0026amp; Roesch, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Cadez, Dimovski, \u0026amp; Groff, 2017). This reveals the negative relationship between marriage and productivity.\u003c/p\u003e \u003cp\u003eResearchers Batool et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) and Ali (2014) identified that women academicians face many barriers when working with male colleagues in higher education. These barriers hinder their professional development of research productivity and affect their career progression. Batool and Sajid (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) conducted a study on the status of women in higher education and concluded that women face structural barriers of lack of mentoring services in the universities. They also explored in other study Batool et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) that besides mentoring services, women academicians experience networking issues that add on the gender inequalities in recruitment and persist through out the career while nudging the promotion processes. Similarly, Bhatti and Ali (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) also highlighted the need to mentoring services for women academicians with low research productivity. While Abdullah and Ullah (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) emphasized that women academicians’ research productivity can be improved by mentoring services to develop better networking connections for research. They conducted this study on lived experiences of women academicians in HEIs of AJK. It is noteit is only study conducted on women academicians in higher education. They further told that senior women neither guide their junior colleagues to conduct research not they include them in their research networks.\u003c/p\u003e \u003cp\u003eThe professional lives of women academicians revolve around the research and research outputs (Abdullah \u0026amp; Ullah, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Berger \u0026amp; Malkinson, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). While Chaudhry (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) concluded women academicians are under immense pressure to do and publish research. Thus, publishing research forms the core of their professional identities. Keet (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) stated that academic reward structures place a high value on research productivity. Academicians can literally trade their publications for promotion and to attract research funding including other material benefits (Kosygina, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). A high research output volume also elevates university’s status because local and international ranking of the universities are measured by research output (Macbeth, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Consequently, academicians are under pressure to publish in high ranking and high impact journals to publish or perish (Bagilhole \u0026amp; White, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Research publications are important criterion for the career development of academicians. It is given considerable weight in the promotion process. Studies Eagly and Carli (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2007\u003c/span\u003e), Eddy and Ward (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), and Ekine (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) revealed that many factors affect women’s research productivity. Several issues negatively affect the research productivity of women academicians. For example, absence of role models, lack of mentoring, and lack of access to national and international networks. Friedman (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) shows that mentoring, networking and role models are important indicators for the career development of academicians both men and women. These factors have been found helpful in increasing the research productivity by maximizing the chances of promotion (Gregory, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eStudy Context\u003c/strong\u003e \u003c/p\u003e\u003cp\u003eThis research was conducted in the state of Azad Jammu and Kashmir (AJK) predominantly administered by Pakistan. In AJK, the indicators of education are far better than other provinces of Pakistan. For example, the literacy rate is 82 percent while gender parity for girls and boys entering schools and colleges is achieved (Planning \u0026amp; Development, 2023). Similarly, gender parity is also achieved in universities. This means that the proportion of girls has substantially increased for the last few decades. The situation of research productivity in global South is even worse for the women academicians particularly in South Asian countries including Pakistan. A similar trend is found in increasingly expanded higher education of AJK. Preconceived and biased notions about the research and academicians and about the worthiness of research topics make it difficult to become published scholars in journals. In higher education of Pakistan, many studies have been conducted on women academicians’ challenges (Bhatti \u0026amp; Ali, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Bhatti \u0026amp; Ali, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Batool, \u0026amp; Sajid, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). However, research productivity of women academicians remined an ignored area so far. By the same token, three studies, Batool and Sajid (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), Batool et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) and Abdullah and Ullah (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) have been conducted on the issue focusing two different dimensions of the research topic. Thus, as mentioned earlier, women academicians in largely expanded higher education of AJK need immediate attention of researchers. Thus, we aimed to know the lived experiences of women academicians about their research productivity while working in coeducation universities. We conducted this study in four public sector universities of AJK to paint a broader picture of research productivity in these universities.\u003c/p\u003e \u003cp\u003e\u003c/p\u003e\n\n "},{"header":"Review of Literature","content":"\u003cp\u003eWomen enrolment has substantially increased to double in higher education since 1970 (UNESCO, 2010). Research productivity is important for both faculty and institutions (Blackmore \u0026amp; Sachs, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). It plays a key role in academic success since it is one major requirement for academic promotion. Bombuwela and De-Alwis (2013) argued that it enhances the faculty’s ability to respond to the challenges in constantly changing academic environment. Chanana (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) stated that it strengthens their professional growth, status, and self-confidence. Chesterman (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2009\u003c/span\u003e) highlighted that high research productivity improves the quality of teaching since it helps faculty develop their knowledge and skills required for effective teaching. Moreover, Cook and Glass (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) revealed that research productivity enhances the reputation and prestige of an institution. Its national and international ranking results in attraction of more domestic and international students (Davidson, \u0026amp; Burke, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). High research productivity is one of the factors which can take university to the national and international ranking. However, Davis \u0026amp; Maldonado (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) asserted that faculty contribution in research is an important indicator to decide the fate of their career.\u003c/p\u003e\u003cp\u003eStudies Doyle (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) and Forster (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) and Gibson (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) have shed light on the significance of research productivity in higher education (universities). They stated that men academicians have been working in academic since long. While women in academia continue to face systematic barriers of gender biases, limited access to resources and unequal opportunities for career development. Despite these obstacles, proportion of women increased in research publications across developed countries (Luke, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). This is attributed to the various initiatives taken to address the disparities, such as mentoring programs, scholarships, and policies promoting work life balance (Machado-Taylor, \u0026amp; Ozkanli, 2013). These interventions were important for the career growth of women in higher education. This growing engagement of women in academic research has been pivotal for advancement of knowledge across various disciplines. Thus, research engagement by women contributed to scientific and academic advancement by creating inclusive, equitable educational system through research and development. However, Morley and Crossouard (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) argued, women in higher education of developing countries face many severe challenges in research productivity that impacts their career aspirations and societal progress. There are subtle and overt forms of biases in hiring, promotion and resource allocation. In many cases, women academicians are expected to demonstrate greater expertise and productivity rather than men while receiving unequal recognition leading to research productivity. This results into the unequal access to research funding and limited research opportunities while men receive preferential treatment in research publication.\u003c/p\u003e\u003cp\u003eIn developing countries, women academicians face significant pressures of research publications in academia (Naz, Awan, Umair, \u0026amp; Noureen, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Babbar, Prasad, \u0026amp; Tata, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). As research publications are directly associated with the career development in higher education. Peterson (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) stated that women academicians experience immense pressure of research productivity. While Pyke-Karen (2018) found that women academicians consume their time for academic and nonacademic goals, and they either find less or no time for the research productivity. By the same token, Andrason and Van den Brink (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) added that besides academic and nonacademic tasks, women have family responsibilities, look after children and meet the sociocultural expectations. Rab (\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) and Bhatti and Ali (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) argued that women are also discriminated by men bosses or colleagues in research productivity. Similarly, Bhatti and Ali (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) revealed that women academicians are deficient in allocation of resources while men occupying the higher power positions do not intend to listen and guide the junior women academics in career advancement. On the other hand, senior women academicians do not bother to guide their junior colleagues.\u003c/p\u003e\u003cp\u003eDespite recent significant gains by women academicians, they comprise only one third of faculty nationwide. Di Bitetti and Ferreras (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) argued that women academicians remain underrepresented in the more prestigious institutions and even at higher faculty ranks. Moreover, Fox (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2005\u003c/span\u003e) stated that the careers of men and women academicians frequently differ, with women being more likely than men to devote time to teaching and advising (Haq, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), serve in part-time positions, and teach in the fields unlike the ones in which they are trained. Haq and Tanveer (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) viewed that these differences and inequalities further exacerbate by the fact that women faculty spend significantly more time than their male counterparts do on household and childcare responsibilities. Thus, they argued that women academicians face substantial challenges in their pursuits of jobs, tenure, and promotions.\u003c/p\u003e\u003cp\u003eThere are many discourses concerning women’s research productivity. Hayward (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) found that family expectation and burden, lesser time in the workforce, differing priorities and male biases. Studies show that men tend to be more prolific than women in higher education. This means that men produce more research while women are deficient in research productivity. Studies Hedjazi and Behravan (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), and Hosseinpour and Gilavand (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) revealed that women academicians’ research productivity is adversely affected in various ways. As Jung (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) reported that during 1994–2004, male research productivity is as higher to 80–82 percent while women research productivity is as lower as 22 to 35 percent\u003c/p\u003e\u003cp\u003eThe lack of mentoring services is one of critical area for women academicians in higher education. Lack of mentoring services will result in low professional development and hence research productivity (Katz \u0026amp; Coleman, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). While Kwiek (\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) said that mentoring plays a key role in guiding the early career academicians by supporting them to navigate their academic career challenges, locating resources, and developing networks. Leisyte and Dee (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) analyzed that lack of mentoring services lead women academicians to the significant challenges to their academic trajectories. Amutuhaire (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) said that in most of the universities, mentoring programs are often male dominated where fewer female faculty members are either provided guidance or no guidance even. Garnett and Mahomed (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) added that this is unfortunate in the field where women are already underrepresented. Caliskan and Zhu (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) maintained that women academicians face difficulties to connect with the mentors whereas mentors less likely understands the challenges of gender biases and other obstacles of family responsibilities and academic expectations. in this way, women face difficulties sin career progression, securing research funding and hence research publications. Doğan and Arslan (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) described that mentoring services are also due to the fewer institutional resources and lack of mentoring programs. Thus, women in such setting become alienated and isolated form research.\u003c/p\u003e\u003cp\u003eHesli and Lee (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) found that networking plays a key role in academic excellence by providing opportunities for collaborative research, access to resources, exposure to new ideas, and visibility within the academic community. However, Torrisi (\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) and Dogan (2013) stated that lack of networking services significantly contributed to the low research productivity of the women academicians. Keet (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) added that women academicians face barriers to effective networking in order to produce high quality research. Zait (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) said that one of the key reasons with networking is gender-based inclusion in academic networks. As Archer (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) argued that most of the academic events are male centered while women are less likely engaged with such activities of conducting seminars, conferences, and social events. Thus, women have limited access to research connections for professional growth. Bartley and Roesch (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) revealed that institutional support for networking is often insufficient because resources are not provided to women academicians. So, these structural barriers hinder women academicians’ professional skills and they less likely contribute to the research and publications. In addition to the exclusion from informal networks, mentoring plays a key role in networking. Alehegn and Diale (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) unveiled that women academicians often have fewer mentors that do even do not properly guide women academicians for the career advancement in higher education. Consequences of limited networking opportunities for women academicians will find difficult for them to have string professional connections for research publications and research funding.\u003c/p\u003e\u003ch2\u003eTheoretical Framework\u003c/h2\u003e\u003cp\u003eThis study is informed by the popular concepts of ruling text and relations of ruling by Dorothy Smith (\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e1987\u003c/span\u003e). These concepts are critical to understand how power production is operated in the academia while women experience exclusion. According to Smith (\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e1987\u003c/span\u003e), the ruling text is a dominant form of knowledge, documents and texts produced by powerful institutions. These text shape and define social reality without considering the experiences of marginalized group. These are authoritative writings that give how people are expected to act or understand the world. These texts are not neutral but reflect and reinforce the interests and values of ruling group [men]. In relation to ruling, power is structured and maintained through these texts and other institutional mechanisms. She argues that these relations operate through a web of control where knowledge and authority are used to shape individuals’ behavior and beliefs. This power dynamics is often invisible and normalized, making it difficult for those affected.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003e \u003cstrong\u003eResearch Design\u003c/strong\u003e \u003cp\u003eThis research offers valuable insights into the research productivity of women academicians in higher education of Azad Jammu and Kashmir (AJK). Adopting a qualitative research design inspired by feminist approaches, we sought to understand the lived experiences of women academicians. Qualitative research is crucial in gaining an in-depth, nuanced understanding of human experiences related to social phenomena, as it provides detailed insights into how individuals interpret and make sense of their world. It also helps uncover patterns and trends, offering a glimpse into the subjective realities of women academicians (Creswell \u0026amp; Creswell, 2015). We employed an exploratory research method to uncover the lived experiences of these women. This flexible approach allows for the exploration of hidden phenomena (Stebbins, \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) and offers a participatory perspective, enabling us to understand the viewpoints of participants in a meaningful way (Tracy, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eSample and sampling technique\u003c/strong\u003e \u003cp\u003ePrimarily, we selected four out of six public sector universities in Azad Jammu and Kashmir (AJK) for this study. We focused on coeducational universities where both men and women hold academic positions. In these universities, there are 241 female academicians working in various academic roles, such as research associates, junior lecturers, lecturers, assistant professors, associate professors, and full professors. However, we did not include research associates and junior lecturers in the study due to their low numbers, as they were either on study leave or unavailable for participation. As a result, we decided to include the remaining women academicians in the sampling frame. We obtained informed consent from the Institutional Review Board (IRB) of Mirpur University of Science and Technology (MUST), and this consent was formally shared with all the targeted universities, where they allowed us to collect data. Additionally, we obtained personal consent from each participant included in the study. To ensure a representative sample, we focused on a proportion of academicians from each academic position. We initially identified the women academicians in each university and sent them a formal request, explaining the objectives and significance of the study. Following this, we visited each participant in person to facilitate smooth data collection and allowed them to select a date and time that suited them for the interview. We received an overwhelmingly positive response from the participants. In total, we interviewed 32 women academicians in their offices, and the sample size reached saturation point. Once saturation was achieved, we stopped conducting interviews and began analysing the data. Furthermore, we employed purposive sampling, which, according to Willis (2020), allows researchers to select participants based on their knowledge of the population and the needs of the study. The following table presents the demographic details of the women academicians included in the study. We established inclusion criteria, which required each participant to have at least 5\u0026ndash;10 years of service, to be experienced, and to be married with children. Each interview was conducted in a manner that encouraged participants to discuss their experiences according to the predefined themes.\u003c/p\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the demographic details of 32 participants interviewed from four public sector co-educational universities: These are named as University-I (U-I), University-II (U-II), University-III (U-III), and University-IV (U-IV). Participants were numbered from 1 to 32 (P-1 to P-32). In U-I, ten participants were interviewed, four from the Faculty of Social Sciences and Humanities, five from the Faculty of Sciences and one from Faculty of Engineering. Among these, four assistant professors, four lecturers and two professors were interviewed. The participants' ages ranged from 31 to 59 years, with their professional experience spanning from 6 to 30 years. Seven participants hold PhD while three hold MS degree. The number of children among participants varied from 2 to 5. In U-II, ten participants were interviewed, including one professor, one associate professor, four assistant professors, and four lecturers. Five participants were from the Faculty of Humanities and Social Sciences, three from the Faculty of Sciences, and two from the Faculty of Management Sciences. Six participants hold a Ph.D., while four held an MS degree. Their ages ranged from 31 to 49 years, and their years of experience varied from 6 to 24 years. The number of children ranged from 2 to 5. Notably, all female participants reported having a male supervisor. U-III included six participants, three from Management Sciences, two from the Faculty of Arts, and one from the Faculty of Sciences. Among these, two participants held a Ph.D., and four held an MS degree. The participants' ages ranged from 29 to 40 years, with professional experience ranging from 6 to 15 years. The number of children among the participants ranged from 2 to 6. Finally, in U-IV, six participants were interviewed, with two holding a Ph.D. and four holding an MS degree. Their ages ranged from 32 to 41 years, and their years of experience varied from 6 to 15 years. The number of children ranged from 2 to 5, with two participants selected from each of the Faculties of Arts, Sciences, and Management Sciences.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic information of participants.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUniversity\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualification\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eExperience\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eChildren\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e 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colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSocial Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAP\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-1-R-6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eScience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAP\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-1-R-7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eScience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eProfessor\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e 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\u003cp\u003eSocial science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eProfessor\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-2-R-12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eScience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAssoc. Prof\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-2-R-13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSocial science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAP\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-2-R-14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSocial science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAP\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-2-R-15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSocial science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAP\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-2-R-16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eScience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAP\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-2-R-17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSocial science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-2-R-18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eScience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-2-R-19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-2-R-20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-3-R-21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eArts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-3-R-22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-3-R-23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eScience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAP\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-3-R-24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-3-R-25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eArts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-3-R-26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAP\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-4-R-27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eScience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAP\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-4-R-28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eArts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAp\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-4-R-29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-4-R-30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eArts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-4-R-31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eScience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eU-4-R-32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eMeasurement\u003c/strong\u003e \u003cp\u003eWe designed an interview guide and conducted interviews with women academicians in their respective offices. The interview guide was structured and shared with the participants in advance. It included six questions, with probing used to gain a deeper understanding of the issues. An interview guide is essential as it serves as a structured framework for conducting interviews, ensuring consistency, reliability, and clarity throughout the data collection process (Roberts, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Before starting the study, we pretested the interview guide by interviewing five women academicians. This pretesting helped ensure the effectiveness, reliability, and validity of the research design, instrument, and methodology. After the pretest, we began interviewing the participants consecutively at each university. We conducted the interviews in both English and Urdu, with each interview lasting approximately one hour. The data collection process took four months to complete due to the geographical challenges of Azad Jammu and Kashmir, where universities are located at considerable distances from one another. We visited each participant according to the time frame they provided. To maintain accuracy, all interviews were recorded with the participants' consent. We captured their personal experiences using an audio recorder, while also taking notes. The purpose of recording was to overcome the natural limitations of human memory and the potential for intuitive glosses that may occur when listening and writing simultaneously.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e\u003cb\u003eData analysis\u003c/b\u003e: We reviewed the recording of each interview, allowing participants to re-examine the recordings to their satisfaction. We used thematic analysis, following the six steps outlined by Strauss and Corbin (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e1990\u003c/span\u003e): familiarization with the data, generating initial codes, searching for and reviewing themes, defining and naming themes, and finally, writing the analysis. A similar approach was employed by Hennekam et al. (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). To become familiar with the data, we transcribed the interviews into written documents. During the transcription process, we organized and prepared the collected data for analysis by repeatedly listening to the audio recordings to gain insights into each participant\u0026rsquo;s responses and ensure that every question was answered thoroughly with probes and prompts. We transcribed the recordings line by line, carefully including each significant statement relevant to the topic, in line with the emerging themes. This approach ensured a deep understanding and comprehensive explanation of the data. We transcribed the data for each university separately and later combined the data to maintain homogeneity. We extracted the following themes from the data and analysed them according to the six steps outlined by Braun and Clarke (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). This approach is commonly used in qualitative research for analysing and interpreting themes in data.\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eEngagement of Women Academicians in Research\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWomen Academician and Mentoring Services\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWomen Academician and Networking Services\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAdministrative Work and Research\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAcademic demands and family expectations\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eResearch Profiles and Citation\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eEthical Considerations\u003c/strong\u003e \u003cp\u003eAs mentioned earlier and confirmed here, we took informed consent from IRB of the university. This consent was formally sent to each university while each university allowed us to collect data. Moreover, we also took the consent of each participant before the interview. To ensure confidentiality and anonymity, they were given pseudonyms to keep their identity and information confidential as shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. We ensured autonomy, privacy, and dignity of each participant included in the study.\u003c/p\u003e \u003c/p\u003e\n\u003ch3\u003eKey Findings\u003c/h3\u003e\n\u003cp\u003eDuring the past few decades, considerable attention has been given to the topic of faculty research productivity. Research productivity is important for institutional prestige and strongly associated with faculty member\u0026rsquo;s reputation, visibility, and advancement in the academic reward structure (Alehegn \u0026amp; Diale, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Indeed, the number of publications is influential in shaping one\u0026rsquo;s career trajectory as well as the quality of the research produced (Garnett \u0026amp; Mahomed, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). However, stepping into the global issue of women\u0026rsquo;s low research productivity, women academics are underrepresented in research productivity in global Soth in general and Pakistan in particular. Similar situation is found in AJK where number of women in expanded higher education is less than one third of total number that vividly affect the research productivity of women. We collected data from women academicians working on different positions in academia. From the data, we extracted the following themes.\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eEngagement of Women Academicians in Research\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWomen Academician and Mentoring Services\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWomen Academician and Networking Services\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAdministrative Work and Research\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAcademic demands and family expectations\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eResearch Profiles and Citations\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e\n\u003ch3\u003eEngagement of Women Academicians in Research\u003c/h3\u003e\n\u003cp\u003eResearchers Hesli and Lee (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) and Torrisi (\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) argued that women\u0026rsquo;s lives usually revolve around professional academic research productivity. \u0026Ouml;zg\u0026uuml;l (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) added women\u0026rsquo;s participation in research will further help to reduce gender inequalities while contributing to the diverse range of ideas and questions and hence knowledge. Vurayai and Ndofirepi (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) divulged that women\u0026rsquo;s engagement in research promotes academic equity by challenging the traditional workplace and adding new ideas and knowledge. Like other developing countries, women are deficient in research productivity in global north including Pakistan and AJK. Although, Archer (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) maintained, women work in higher education, however the challenging workplace consume their time, and they find no time to conduct and publish their research. While research productivity is equally important for men and women for their academic growth.\u003c/p\u003e \u003cp\u003eThe majority of participants reported that women academicians face significant pressures to maintain research productivity in their academic career. Due to the rapid expansion of higher education, women primarily focus on conducting and publishing research within universities in Azad Jammu and Kashmir (AJK). However, participants argued that women publish less than men in higher education. This observation aligns with the argument that women academics often struggle with low research productivity. All participants noted that they engage in research as part of their academic responsibilities, with many emphasizing that their research efforts are personally driven. As reflected by one participant, \"I conduct research personally as part of my academic career but making it publish is a laborious work.\" Another added, \u0026ldquo;Research work process is second name of patience. One may take time first to conduct research and even take more time to write article.\u0026rdquo; Moreover, they all agreed that conducting research or participating in research activities is integral to their careers.\u003c/p\u003e \u003cp\u003eHowever, several participants pointed out that the demands of academic and non-academic tasks leave little time for independent research. One participant expressed, \"I feel comfortable conducting research personally but find little time for research activities due to academic and non-academic tasks.\" This highlights the challenge women academicians face, balancing teaching responsibilities and administrative duties, which restricts their ability to pursue research independently.\u003c/p\u003e \u003cp\u003eThe study participants also found that women academicians often engage in research alongside their students. They supervise student research and aim to publish the results. However, as one participant stated, \"We supervise students\u0026rsquo; research and try to publish the results, but only a few of these papers get published.\" This sentiment was shared by all participants.\u003c/p\u003e \u003cp\u003eWomen academicians complained of time constraints due to academic and non-academic goals. They stated that this arises the issue of imbalances of academic and non-academic responsibilities where women put their energy to fulfil these goals while their research is highly ignored. One of the participants stated, \u0026ldquo;I work on my academic tasks, taking classes, checking assignments and quizzes. Major proportion of time spent here than I rush to balance my non-academic tasks This strain engulfs my research and hence publication.\u0026rdquo; Another woman added that \u0026ldquo;I face time management issues when I talk about the research publications. It seems difficult to conduct and publish research with such a heavy workload.\u0026rdquo; Almost all the participants had similar views regarding the time constraints. It further engages the social and institutional barriers that restrict the women active participation in research productivity. As all the participants agreed that academic career of women academicians is complex interplay of social and institutional barriers. They face many issues including availability of resources, funding, research facilities. One of the academicians said, \u0026ldquo;Besides academic load, we face social and institutional barriers in conducting research. I often see lack resources further marginalize us for research activities.\u0026rdquo; A woman magnified the situation on funding for research publications by arguing that, \u0026ldquo;we cannot publish internationally because there is no funding for academicians.\u0026rdquo; While another participant said, \u0026ldquo;I publish locally but could not dare to publish internationally because they do not compromise quality, and I do not see how we meet their standard with no funding.\u0026rdquo;\u003c/p\u003e \u003cp\u003eAdditionally, women often collaborate with colleagues within their university on research publications. A few participants also publish with former colleagues, though this trend is slow. One participant explained, \"I have published an article with my colleague. We divide the work on the article and complete it collectively.\" It is worth noting that women academicians are keen to publish in various journal categories, including those recommended by the Higher Education Commission (HEC). While most participants expressed a preference for quantitative or mixed-method research (MMR), a few also conducted qualitative research. One teacher shared, \"I conduct research in the quantitative domain and sometimes use MMR based on the nature of the research.\" On the other hand, a qualitative researcher stated, \"I conduct research in the qualitative domain and often use discourse analysis.\" The following excerpt summarizes the overall situation of research productivity in higher education:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI am comfortable conducting personal research. I try to be engaged in research activities. I have also published with my colleagues at this university, and one of the articles was published with a colleague from a different university. I supervise students and encourage them to publish research papers. However, the quality of student publications remains low.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eOn the basis of above findings, it is argued that women academicians publish research, however their frequency of publication is slower, and they publish in local journals due to time constraints, unavailability of resources and lack of funding. This means that women academicians are deficient in research publications. Similar argument is given by Garnett and Mahomed (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). They also revealed that women publish less than men in higher education. Chikane (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) also substantiates our research findings. We conclude that women academicians in higher education of AJK publish less. Thus, research productivity remains a challenge for their careers.\u003c/p\u003e\n\u003ch3\u003eWomen Academician and Mentoring Services\u003c/h3\u003e\n\u003cp\u003eIn higher education, mentoring services play a key role in enhancing research productivity of women academicians (Abrizah, Xu, \u0026amp; Nicholas, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). As men occupying academia have strong foothold in institutional legacy while mentoring their juniors\u0026rsquo; subordinates\u0026rsquo; colleagues (Berger \u0026amp; Malkinson, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) whereas women academicians do not have such mentoring services that lag them behind men. Similarly, mentoring also encourages academicians to conduct and publish research and search for research groups (Macbeth, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Simultaneously, mentoring among women academics is essential for professional growth and joint venture prospects.\u003c/p\u003e \u003cp\u003eThe study findings unveiled that participation of women is less than men in the university and majority of them are occupying the lower academic positions. Women academicians do not have any mentoring services for women academicians\u0026rsquo; research and development in the university. One of the respondents said, \u0026ldquo;Mentoring services are limited to the official documents while on ground women are struggling without mentoring services in research.\u0026rdquo; This assertion is supported by all the academicians that women do not have any kind of mentoring services in the university. Findings also revealed that women academicians are demotivated by other colleagues in research collaboration. As stated by one academician that \u0026ldquo;I faced that women academics do not cooperate with each-other in research.\u0026rdquo; Senior women academicians although talk about these issues of mentoring and research collaboration but they lack bonding in the research. They do not guide their junior colleagues of academics another respondent said, \u0026ldquo;Women are demotivated for research due to lack of mentoring services.\u0026rdquo; Similarly, women academicians also complained about the lack of resources and funding. Another reason for demotivation of research is lack of funding and rewards by the university. One academics said, \u0026ldquo;I think university does not want to engage researchers because there are no resources and funding allocated for research university.\u0026rdquo; A very interesting aspect of mentoring identified by female academicians is jealousy and competition found any women academics. They argued that senior women academicians (if any) do not mentor juniors to conduct and publish research in groups. In this way, they lack mentoring services in the university. This issue is of great importance as women academicians do not cooperate with each other while knowing that male producing research across universities. One respondent said, \u0026ldquo;I think women do not cooperate to form groups for the research.\u0026rdquo; In this way, women lag men in producing research. This means that women academicians are unable to frame connection of their research production. Although respondents admitted that they have connections with their colleagues, supervisors and students but they do not conduct and publish research in groups. Consequently, women lack networking within and outside the university. Excerpt magnifies the situation.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI think there is a lack of mentoring services in the university. Senior women do not intend to guide their junior colleagues. Their connection with pervious colleagues, supervisors and researchers is of no use because they do not conduct and publish research. I think there must be mentoring services for women academicians for the research purposes.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThese findings enabled us to argue that women academicians cannot produce research without mentoring services in the university. Similarly, Eagly and Carli (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) also found that women academics lack mentoring services while Ekine (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) noted that major reason of women\u0026rsquo;s low research productivity is absence of mentoring services in the university. Therefore, we assert that women academicians need affective mentoring services to boost their research productivity.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eWomen Academician and Networking Services\u003c/h2\u003e \u003cp\u003eThe significance of networking services for the research productivity of women academicians is multifaceted Friedman (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2020\u003c/span\u003e. These services play a crucial role in fostering collaboration, enhancing visibility, and providing access to resources that support academic and professional growth. networking services enable women academicians to connect with peers, researchers, and mentors from various institutions and disciplines (Gregory, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). These collaborations can lead to joint research projects, grant opportunities, and interdisciplinary studies that may not be accessible without such networks. Chanana (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) found collaborative research essential for advancing knowledge, as it often leads to higher-impact publications and broader dissemination of findings.\u003c/p\u003e \u003cp\u003eThe study's findings revealed that women\u0026rsquo;s participation in universities is lower than that of men, with the majority occupying lower academic positions. Furthermore, women academicians lack mentoring services for research within the university. One respondent highlighted, \u0026ldquo;Networking services are limited to official documents, while on the ground, women are struggling without networking in research.\u0026rdquo; This sentiment was echoed by all the academicians, who agreed that women do not have adequate networking opportunities within the university.\u003c/p\u003e \u003cp\u003eThe findings also indicated that women academicians are often demotivated by their colleagues when it comes to research collaboration. As one academician noted, \u0026ldquo;I faced that women academics do not cooperate with each other in research.\u0026rdquo; Although senior women academicians acknowledge the importance of networking and research collaboration, they often fail to build strong bonds in research. They do not guide their junior colleagues, as another respondent pointed out: \u0026ldquo;Women are demotivated for research due to lack of networking services.\u0026rdquo;\u003c/p\u003e \u003cp\u003eIn addition, women academicians voiced concerns about the lack of resources and funding for research. One academician remarked, \u0026ldquo;I think the university does not want to engage researchers because there are no resources or funding allocated for research.\u0026rdquo; The absence of funding and rewards by the university further contributes to the demotivation of women in research.\u003c/p\u003e \u003cp\u003eAn intriguing issue raised by female academicians is the presence of jealousy and competition among women in academia. They observed that senior women academicians, if present, do not mentor junior colleagues in conducting or publishing research as part of a group. This lack of support and networking within the university is a significant challenge. As one respondent stated, \u0026ldquo;I think women do not cooperate to form groups for research networking.\u0026rdquo; Consequently, women lag behind men in terms of research productivity.\u003c/p\u003e \u003cp\u003eAlthough respondents acknowledged having connections with colleagues, supervisors, and students, they reported that they do not conduct or publish research in groups. This reflects a broader lack of networking both within and outside the university.\u003c/p\u003e \u003cp\u003eThese findings suggest that women academicians cannot produce research effectively without adequate networking services within the university. This aligns with the findings of Davis and Maldonado (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), who noted the absence of networking services for women in academia, and Cook and Glass (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), who identified the lack of networking as a key factor contributing to the low research productivity of women. Therefore, we argue that effective networking services are essential for enhancing the research productivity of women academicians.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eAdministrative Work and Research\u003c/h3\u003e\n\u003cp\u003eNumerous studies have highlighted the imbalance between research, credit hours, and administrative duties worldwide (Doyle, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Forster, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). These studies emphasize that maintaining a balance between research and administrative responsibilities is crucial for the smooth progression of academic careers. Gibson (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) found that women academicians, already facing challenges in research productivity, are further burdened by both academic and non-academic tasks. As a result, their overall efficiency, particularly in research, is significantly impacted.\u003c/p\u003e \u003cp\u003eOur study's findings corroborate these observations, revealing that women academicians experience a decline in research productivity due to multiple factors, including their involvement in academic and non-academic tasks. The primary reason for this low productivity is their engagement in administrative duties, which consumes valuable time that could otherwise be spent on research. Many women academicians shared that they are less productive in research compared to their male counterparts due to the demands of non-academic tasks. As one respondent noted, \u0026ldquo;I must complete credit hours, supervise students, and meet other non-academic tasks. This leaves me with little time to focus on research papers.\u0026rdquo;\u003c/p\u003e \u003cp\u003eAll respondents reported being overwhelmed by their academic workload, leaving little room for research publication. As one participant summed it up, \u0026ldquo;We are engaged in the required workload. We take classes, grade assignments, and quizzes. Additionally, we are assigned unpaid administrative tasks. As a result, we cannot focus on conducting and publishing research. Moreover, we also have familial responsibilities to attend to.\u0026rdquo;\u003c/p\u003e \u003cp\u003eWomen academicians also mentioned that they are sometimes tasked with organizing meetings and events within the university. One respondent described, \u0026ldquo;Sometimes the Head of Department asks me to participate in an event, but I often find these events irrelevant and a waste of time.\u0026rdquo; This sentiment was shared by other participants, who all agreed that there is a lack of research culture at the university.\u003c/p\u003e \u003cp\u003eThe findings suggest that the excessive administrative workload on women prevents them from producing research articles. These assertions align with findings from other scholars globally. For instance, Luke (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) observed that women academics are frequently assigned administrative tasks by their male colleagues, hindering their ability to conduct and publish research. Morley and Crossouard (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) similarly endorsed these conclusions, noting that women lag behind men in research productivity due to their increased administrative responsibilities.\u003c/p\u003e\n\u003ch3\u003eAcademic demands and family expectations\u003c/h3\u003e\n\u003cp\u003eFor women academicians, balancing academic expectations and family responsibilities is particularly significant due to the unique challenges they face in academia and at home Pyke-Karen (2018). Both areas of life are deeply interwoven, and the way they navigate these expectations plays a crucial role in their professional success, personal well-being, and overall life satisfaction Andrason and Van den Brink (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Academic expectations are fundamental to a woman academician\u0026rsquo;s career and professional identity. These expectations include teaching, research, publishing, administrative duties, and contributing to the academic community (Babbar, Prasad, \u0026amp; Tata, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Meeting these expectations is critical for career progression and success.\u003c/p\u003e \u003cp\u003eOur study participants shared that they are overwhelmed by both academic and non-academic responsibilities. They diligently manage the required credit hours, along with grading assignments and quizzes, while also addressing student issues. As a result, they struggle to find sufficient time for research, and the time dedicated to supervising research students is limited. One participant explained, \u0026ldquo;I am occupied with both academic and non-academic duties, working on various tasks, and I simply don\u0026rsquo;t find time for research.\u0026rdquo; Similarly, another participant shared, \u0026ldquo;After managing all my academic and non-academic responsibilities, I am exhausted and have no energy left to focus on research. I often ask my research students to meet once a week for guidance instead.\u0026rdquo; Many participants expressed similar sentiments regarding the burden of their academic and non-academic workloads.\u003c/p\u003e \u003cp\u003eAdditionally, participants mentioned that they are often assigned extra tasks by the Head of Department (HoD), further draining their time and energy, leaving little room for research activities. One participant remarked, \u0026ldquo;Sometimes the HoD asks me to participate in events that have nothing to do with my job, but I still have to attend. It feels like a waste of time.\u0026rdquo; Other participants shared similar experiences, stating, \u0026ldquo;I see how the HoD directs us to join social events of no real importance. It feels like they\u0026rsquo;re intentionally making us waste time.\u0026rdquo; The majority of respondents echoed these concerns. The following excerpt highlights the overall situation.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI manage my academic responsibilities by teaching and addressing student concerns after classes. In addition, I participate in various committees and handle other tasks, including supporting research students. Occasionally, I am assigned additional duties by the Head of Department, such as completing reports or participating in events. In the midst of all these responsibilities, I struggle to find time to focus on my own research. As a result, I am unable to dedicate the time necessary to conduct and publish research.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eWhen it comes to family responsibilities, the majority of women reported that after completing their academic and non-academic tasks, they struggle to find enough time to spend with their families and children. Many of them explained that due to their heavy workload, they often carry official assignments home and work on them once their children are asleep. They all agreed that balancing academic expectations with family responsibilities is a challenging task, and despite their best efforts, it remains difficult to manage both effectively. In addition to their professional duties, they also face the pressure of fulfilling social and cultural obligations to maintain their place in society. As they pointed out, it is hard to meet social expectations in a meaningful way while pursuing an academic career. This sentiment is captured in the following excerpt:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI fulfill my academic responsibilities, including teaching, supervising, and grading assignments and quizzes. I also take on tasks related to organizing social events on campus. Afterward, I dedicate my time to caring for my family, including my children and husband, and attending to the needs of relatives and friends. With these numerous commitments, I find it difficult to allocate time for research activities. As a result, I am unable to focus on conducting or publishing research.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe above findings enabled us to conclude that women academicians publish less due to academic loads and family responsibilities. Similar findings are given by Hedjazi and Behravan (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) and Fox (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2005\u003c/span\u003e) who unanimously stated that women academicians publish less due to heavy academic loads coupled with familial responsibilities. Moreover, they argued that women academicians either find little or no time to conduct and publish research.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eResearch Profile and Citation\u003c/h2\u003e \u003cp\u003eThe significance of a research profile and citations for women academicians is multifaceted and plays a crucial role in shaping their academic careers, professional recognition, and contributions to their field (Haq \u0026amp; Tanveer, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In academic settings, a strong research profile and a robust citation record are essential for career advancement, networking, and establishing credibility (Jung, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). A well-established research profile and high citation count are key indicators of an academic\u0026rsquo;s contributions and influence in their field.\u003c/p\u003e \u003cp\u003eAll the participants in the study viewed that research profile is key in academic career. However, majority of women academicians had not even the profile on google scholar and ResearchGate. Only few women had profile but poor profiles they argued, due to lack of time and busy academic and family responsibilities, they were unable to conduct and publish research. Many participants conducted research previously, but they do not have time now to process, write articles and publish. By the same token, almost majority of the participants had either no citation or fewer citations. While their men colleagues build enough profiles and citation score. This shows the intention of women academicians in research and development. The following magnifies the situation.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI have registered on Google Scholar and ResearchGate, but due to my academic and non-academic responsibilities, I rarely have the time to update or visit my profiles. Since I do not publish regularly, my research activity remains limited, and as a result, I have only a few citations from local researchers. Although I would like to have a stronger academic profile, the demands of my academic and family responsibilities prevent me from improving it.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eOn the basis of above findings, we conclude that women are deficient in research productivity and, hence, less likely cited by researchers. Out findings are similar to those of Leisyte and Dee (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) and Amutuhaire (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) who argue that women academicians are deficient in research profiles. They further emphasized that women academicians are less likely cited by the researchers.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussions","content":"\u003cp\u003eThe concept of \"ruling text\" and \"relations of ruling\" is highly relevant in this study. In higher education, power is predominantly produced and operated by men. Men have long had access to academic careers, while women were only given entry later. Regarding research productivity, we find that the lower output of women compared to men is primarily a structural problem. The academic structure is designed to Favor men, enabling them to conduct and publish research, while women remain marginalized.\u003c/p\u003e \u003cp\u003eThe dominant form of knowledge, documents, and texts in academia are produced by institutions, and men have historically had the experience and authority to operate these institutions. Men, therefore, control the research process and the higher education system itself. This results in unequal access to research for women. Similarly, women lack institutional support, including resources, mentoring, and networking opportunities. Furthermore, women often face biases in the evaluation of their research compared to their male counterparts. This creates a disparity in the research productivity of men and women, where men contribute significantly to academic research, while women lag behind.\u003c/p\u003e \u003cp\u003eIt is evident that men, who operate the higher education structure, build the capacity to thrive within it, while women find it more difficult to navigate the academic system and produce research at the same level. Institutional texts, which are largely shaped and documented by men, reinforce the interests and values of the dominant group. These mechanisms operate as a web of control that shapes individual behaviour. As Smith (\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e1987\u003c/span\u003e) illustrated, women academicians are marginalized within academic and institutional frameworks through ruling texts that influence their behaviour and reality.\u003c/p\u003e \u003cp\u003eWe agree with Smith\u0026rsquo;s assertion that institutions, operated by men, create and enforce dominant ruling texts that govern various spheres, including research productivity. It has been observed that while women attempt to engage in research, they face numerous barriers that impede their research capabilities. Women also struggle with issues related to mentoring and networking, which are typically more accessible to men, who have active and supportive research networks. Additionally, women often encounter challenges with administrative staff\u0026mdash;who are mostly men in many universities\u0026mdash;while men do not face such barriers, benefiting from a more favourable environment.\u003c/p\u003e \u003cp\u003eMoreover, women often carry the dual burden of academic tasks and family responsibilities, which further hampers their ability to focus on research. As a result, their research profiles tend to be lower, with fewer citations. This pattern indicates that the research productivity of women is significantly influenced by ruling texts, leading to their marginalization in research output.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eWe conclude that the low research productivity of women academicians is due to multiple factors. While it is true that women academicians tend to publish fewer research papers, they do still engage in research. However, their publication rate is slower, and they often publish in local journals due to time constraints, limited resources, and lack of funding. Furthermore, women academicians face significant barriers in producing research without adequate mentoring services within the university. Similarly, the lack of effective networking opportunities within the university further hinders their ability to produce high-quality research. In addition, the heavy administrative workload placed on women academicians prevents them from dedicating sufficient time to research. Moreover, women academicians often struggle to balance academic responsibilities with family obligations, which further reduces their research output. As a result, women academics tend to have lower research profiles and fewer citations compared to their male counterparts. This observation aligns with Smith's (1987) argument that institutional ruling texts shape the realities of both men and women in the higher education system. These ruling texts reinforce the interests and values of those who operate the academic institutions\u0026mdash;primarily men\u0026mdash;while women remain marginalized in the process. We suggest improving the research productivity of women academicians by establishing dedicated mentoring and networking programs for women researchers. These programs should be designed to provide tailored support, guidance, and resources to help women navigate academic challenges, develop research skills, and expand their professional networks.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eConflicts of InterestAuthors declare no potential conflict of interest. FundingThe funding for this study was not available Consent to PublishAll the authors contributed to the article and consented to publish the article Availability of Data and MaterialAll the material and data used in this study is available as many data bases were focusedCode AvailabilityThe data is simply processed through EndNote 9 and no other software is usedAuthors' ContributionsThis article is written by the first and corresponding author while second author revisited the article and suggested major changes.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eWill be provided on demand\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbdullah F, Ullah H (2022) Lived Experiences of Women Academicians in Higher Education Institutions of Azad Jammu and Kashmir. 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October 2020. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.2139/ssrn.4370027\u003c/span\u003e\u003cspan address=\"10.2139/ssrn.4370027\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Research, Productivity, Women, Men, Higher Education, Family, Citation","lastPublishedDoi":"10.21203/rs.3.rs-6328320/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6328320/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis article examined the lived experiences of women academicians\u0026rsquo; research productivity in higher education of Azad Jammu and Kashmir (AJK). We aimed to know about the lived experiences of women academicians about their research productivity while working in coeducation universities. We employed qualitative research design in the same fashion as used by the feminists for analysis of lived experiences of women academicians across the world. We designed an interview guide using purposive sampling technique. We collected data from 32 women academicians from four public sector universities of AJK. We analyzed the data through thematic analysis. Thus, we conclude that women academicians\u0026rsquo; low research productivity is due to many factors. These barriers include barriers of academic and nonacademic workload, lack of mentoring and networking services, obstacles from demonstrative offices, imbalance of academic expectations and family responsibilities. last but not the least is low research profiles and citations of women academicians in higher education. We substantiate Smith's (1987) argument that institutional ruling texts shape the realities of both men and women and reinforce the interests and values of those who operate the academic institutions\u0026mdash;primarily men\u0026mdash;while women remain marginalized in the process. We suggest improving the research productivity of women academicians by establishing dedicated mentoring and networking to provide tailored support, guidance, and resources to help women navigate academic challenges, develop research skills, and expand their professional networks.\u003c/p\u003e","manuscriptTitle":"Lived Experiences of Women Academicians’ Research Productivity in Higher Education of Azad Jammu and Kashmir","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-08 05:02:40","doi":"10.21203/rs.3.rs-6328320/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-09-03T18:22:26+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-27T00:10:08+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"246400082858508108032546180173189908037","date":"2025-06-23T06:00:37+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"166818101001156333167075501958264223640","date":"2025-06-22T12:17:45+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-17T07:42:37+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"267350716273693557640999635971030489022","date":"2025-05-17T01:09:19+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"23633950265076684213813359300288674519","date":"2025-05-16T09:43:56+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-05-14T09:07:36+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-04-20T06:54:41+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-04-20T06:29:05+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-04-14T14:10:50+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2025-03-28T12:45:12+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"b3bef835-b883-483d-9f80-9f7174565d19","owner":[],"postedDate":"April 8th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":46359123,"name":"Social science/Education"},{"id":46359124,"name":"Social science/Sociology"}],"tags":[],"updatedAt":"2026-05-06T12:39:46+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-08 05:02:40","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6328320","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6328320","identity":"rs-6328320","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}