ACEHNESE WOMEN’S MOVE IN ACADEMIC LEADERSHIP IN 2020 Basri1;

This study discussed the role of Acehnese women in academic institutions within the public leadership structure over the past decade. Recruiting process, placement, and the fulfillment of women’s quotas in cross-sectoral at the institutions become a major concern due to a patriarchal model applied in Aceh. A survey of qualitative research was applied to find out the involvement of female lecturers at Islamic academic institutions in Aceh. The questionnaire was distributed to 58 respondents and 6 of them were selected to be interviewed. The data was analyzed by restatement, description, interpretation, and conclusion drawing. The result showed that approximately 50% of women worked as first-line managers, more than 35% were as middle-line managers, and 15% were as top managers. It was a milestone of sustainable development efforts over the past decade.


A. Introduction
Discussing women's leadership, particularly in a region extremely patriarchal (Srimulyani, 2016)], draws much interest, especially in Islamic academic institutions. The Islamic academic institutions referred to are the State Islamic Universities (PTKIN) in Aceh, Indonesia, which strongly uphold the Islamic sharia (B. J. Smith & Woodward, 2014). Ever since the establishment of the Center for Gender and Child Studies (PSGA) in PTKIN within the last decade, issues on gender mainstreaming grow more prevalent. Gender mainstreaming arises in significance as an effort to realize the recommendations of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) (Assembly et al., 1985), especially since the Education for All (PuS) movement and the Millennium Development Goals (MDGs) that are concerned with education and gender equality become the primary focus (Durrani & Halai, 2020), but it is followed with a great many criticisms because women's participation is deemed necessary to support development programs (Yang, 2019) so that improvement of women's position, role, and quality, as well as gender equality and justice, can be realized (Indonesia, 2000). The programs and efforts aimed to reach the National goals encompass numerous sectors (multiple dimensions) of people's lives.
Although the issue of gender equality and justice has been rampantly raised since the 20th century, many women still lack the access and opportunities men enjoy (Horowitz & Fetterolf, 2020). Despite women's superiority in certain aspects over men (Eagly, Gartzia, & Carli, 2014), men's domination (Hoyt & Murphy, 2016), social perception and women's role from the traditional cultural perspectives, and women's stereotypes (Heilman, 2012), (Heilman & Okimoto, 2007) lead to women's small representativeness in the leadership domain. Opportunities for women to lead organizations are likened to a "labyrinth" (Eagly et al., 2014), hence full of challenges and barriers to arrive at the culminating point. Therefore, cultural change promotion and practice reflect the most effective support form in representing women's participation in leadership position (Klettner, 2016).

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Women involvement in the public sphere can be seen in an educational setting such as Pesantren or boarding school which is closely related to patriarchal culture, where the Kyai is the main leader and Nyai (the Kyai's spouse) is known as co-directing and an active agent in society (Bianca Smith, 2011). Husin (2014)  In addition to Dayah, society has chosen Islamic religious college (PTKIN) as a modern academic institution for knowledge dissemination.
The characteristics of Dayah and higher education institutions, as explained by (Husin, 2014) include the following; Dayahis a traditional non-formal education and a Teungku without a structured bureaucratic system leads it, whereas higher education is a formal and modern higher education institution established by the government or a foundation with a structured bureaucratic system.
The bureaucratic system requires systematic organization.
Bureaucracy involves human resources to operate the organization; it is also used for organizational inefficiency, as well as public administration implemented through authority and agent (Basri, 2021). Therefore, within a bureaucracy, leadership is the key to the success of an organization (Gibson, 2009). Robbins (2013) suggests two pivotal points that deal with gender and leadership, namely (1) The distinction between men and women must be perceived deliberately in the issue of gender equality; (2) The tendency of

B. Method
This study was empirical research with a qualitative survey format (Creswell, 2015). It combines three data sources include primary data collected from questionnaires, interviews to assess gender equality, and women's leadership. The secondary data was collected through a literature review (Lexy J. Moleong, 2019). This is survey research in which we analyze women's involvement in a leadership position in academic institutions. The data was generated through a questionnaire and interview data. The research instruments were developed based on the gender mainstreaming indicators that were consistent with the research focus, namely, access, participation, control, and benefits. Access and participation cover opportunities in education and career, control covers the role that women play in their positions, and benefits refer to the things that can be obtained from women's presence in a leadership structure.
The data collected were presented to a group of lecturers as research participants for confirmation. The participants were limited to those who

a. Women's Access to Education
Access to education is an opportunity that women enjoy to pursue education at higher levels. A Government Regulation stipulates that to become a lecturer one must have finished education at the Master's level (S2) at the least. The online data collection results revealed that this criterion has been satisfied by all the participants. Figure 1 shows that nearly 70% of the participants finished education at the Master's level, and 30% finished education at the Doctoral level. Even one female professor was identified (nearly 2%).

Figure 1: Rate of Women's Participation in Education
This rate of participation in education informs us that, although Aceh is intense in its patriarchal culture, women are still given the same opportunities as men to pursue the highest level of academic education. This is because they hold that education must be pursued as long as they live, enabling women to contribute more to society. This success in the educational sector was achieved by women independently and by sponsorship (scholarship).

b. Women's Access to Management
Management is composed of managers of three (3) levels: first-line managers, middle-line managers, and top managers. First-line managers are at the lowest level of management. They are tasked to manage their works and be answerable for the results to middle-line managers. Middleline managers themselves are the mediators between first-line managers and top managers. They also are assigned with management and supervisory duties, and they must be answerable for their works to top managers. At the peak, top managers are authorized to make decisions, make plans, and set the goals to be achieved by the academic institutions. The data obtained are visualized in Figure 2  Based on Figure 2, the majority of the participants (50%) were firstline managers, 40% were middle-line managers, and approximately 15% were top managers. According to the percentage of each managerial position, only the top managerial position had its women's quota (30%) unfulfilled. It can be concluded to be a welcome improvement in Islamic academic institutions because equality and women's quota filling in their institutional structures could be realized. In the aftermath of the 2004 Aceh tsunami, women's involvement in leadership started to be considered. Women have increasingly become more involved in managerial governance, for instance, as department secretaries and heads. The fact that women receive much appreciation even came as a surprise to an Australia-based NGO, in which case it is compared against the appreciation for women in other non-Islamic-based universities in Aceh.
In my observation, women grow in their involvement after the tsunami and within the recent decade after the formation of the center for gender and child studies in our (Islamic-based) institution. The department secretary and head positions are typically occupied by women. This proves that women are highly appreciated and given the same opportunities as men (SY). Leadership Selection I do not think that women are excluded. Everything depends on the capacity on the part of the women themselves. Capacity is not only about intellectualism but also about emotional maturity and leadership. This is because not all people are intelligent academically, but they may have good managerial capabilities. This also serves as consideration, that in a selection process, administrative requirements, skills, and ages must be of choice. One more thing: comfort in a team is necessary because we will not likely cooperate if there is disintegration in the team (SL). Role I assume the role of a Dean, so I am responsible for managing, planning, and making decisions (SL).

Budget
It was only recently that we conducted an activity related to capacity building. Yet, a special budgetrelated to gender has to be clear. It all still depends on the Operational Assistance for Universities (BOPTN) allotted. Nonetheless, we are continuously striving in that direction (SL).

c. Women's Participation in Career
Women are given the same opportunities as men to occupy structural positions in Islamic academic institutions. However, women's career advancement does not come for free; it must go through a series of competence testings. Therefore, there certainly are some criteria established in women's selection process to occupy a position. From the analysis results, it was found that the capability and skill factors dominated the selection process for a position, which is at 80%. Other factors such as academic rank, employment status, age, and kinship, among others, made up a combined percentage of 20%. This is as can be seen in Figure 3 below.

Figure 3: Indicators of Selection for a Position in Islamic Academic Institutions
It is clear from Figure 3 that the main indicators in the selection for leadership performed by Islamic academic institutions were capabilities and skills because it is these indicators that are extremely needed in the operation of an organization for it to run optimally toward the accomplishment of its goals. Both internal and external factors will wield influences on employee performance. Other factors are little in their significance but must gradually be reduced. This is especially true for the second indicator, which is kinship because it is an illness we must get rid of as soon as possible. The next discussion is about several positions predominated by women based on the results of the positional selection. This is presented in Figure 4 below.

d. Women's Control in Institutional Structure
Control is translated into a gender's ability to make decisions or the role one plays in management as part of the human resources in an academic institution. Role per se can be defined as a dynamic aspect one performs in his/ her position or status. The roles of women in academic institutional governance are as follows: institutions. In order from the greatest dominance women occupied the positions of program executors (more than 70%), policymakers (10%), policy controllers (more than 8%), policy planners (nearly 7%), and expert personnel (around 2%).
It is expected that the career opportunities that have been seized by women in the strategic positions above can be increased to allow the policies planned by the institutions to accommodate women's aspirations. And it will be easier to realize if women are given the same proportion and opportunities as men to be involved in institutional management.

e. Benefits of Women's Involvement in the Management of Islamic Academic Institutions
Benefits are defined as the results felt and enjoyed by gender in managerial governance. The benefits received from women's involvement and representativeness in the management of Islamic academic institutions at the least are as follows. First, women received the same opportunities at work as men. Second, women could explore their competencies by showing performance that was equal to men's. Third, the organizational climate became more varied. Fourth, the gap in the organizations became desized.
Fifth, mutual appreciation was built. Sixth, flexibility in the work environment and a high sense of kinship were also formed. Seventh, women's potentials and empowerment were increased. Eighth, policies and programs became more gender-responsive. And, ninth, every Islamic academic institution started to have a taste of special budget, albeit, in a small amount, that is at 5-10% of the institution's budget.

Discussion
Women in South-East Asia consider having high social status compared to other Asian societies such as in India and China, and it is common for women to take a high position in spiritual matters in the field of non-formal religious practice (Bianca Smith, 2011). In Acehnese culture, women are given a special portion for self-development according to the needs of the society as long as it does not go against the Islamic sharia (Srimulyani, 2016). And this turns out to also apply in Islamic academic institutions, where women's involvement is considered acceptable to academics and the general public as long as the practice remains in line with the culture and sharia. In other words, women are free to express themselves in public space as long as they remain compliant with the social and religious norms applicable (Mahmood, 2009).

The data on the educational level of women in Islamic academic
institutions prove that Aceh's embracing the patrilineal system does not hinder women from pursuing high education and quality in public space.
Women are continuously encouraged to improve their knowledge, competencies, and skills through the provision of scholarships both by the academic institutions and by the government, local and central. They are also willing to continue their studies at their cost.
This is a contrast to some research in Asia and Africa, which shows that women experienced discrimination in education caused by men's domination and traditional influences. For instance, Indian women face confinement only to their private areas (at homes), so not a few of them experience discrimination, especially in the educational sector (Kingdon, 2002). king tradition, religion, and culture contribute to the high level of discrimination against women in Nigeria. Therefore, women are deprived of access to economic and political resources and are excluded from decision-making. As a result, there is a failure in achieving gender-related MDGs (Kolawole & Adeigbe, 2016).
Although women have filled the women's quota in leadership positions in academic settings recommended by the United Nations (at nearly 50%), the majority of them only serve as program executors, and this constitutes the lowest level in the leadership structure. It is expected for the future that women's quality is improved for them to have a place in academic institutions' decision-making. Unquestionably, it will take much time to make it true.

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Even Australia as a developed country still needs two decades to represent gender equality in the pharmacy field. The country still finds a lack of women in the leadership positions of the Professional Pharmacists Australia (PPA) Committee, in which only 20% of the women's quota was filled. It is not until 2018 that the 30% quota of president positions in pharmacy was fulfilled (Martin, Naunton, & Peterson, 2020). Similarly, in the governance in sports associations, women were underrepresented with nonfulfillment of the 30% women's quotas as board directors (nearly 20%), board chairs (nearly 11%), and chief executives (above 16%) (Adriaanse, 2016).
The primary requirements women must fulfill to be elected into strategic positions are capabilities and skills. With these two requirements fulfilled, women have the same opportunities as men to fill up even the highest possible positions. Other than the two abovementioned, honesty, hard work, loyalty, commitment, and motivation serve as indispensable accompanying factors.
The benefit of gender diversity is the variations in women's transformational leadership styles, emotional intelligence, and ethical standards which undoubtedly differ from men's (Yang, 2019). Gender equality in decision-making is also positively impactful to the achievement of organizational goals (Klettner, 2016).

D. Conclusion
Gender mainstreaming program is a program that must be implemented and fully realized by universities as academic institutions.
The involvement of women in leadership is not impossible and impossible. Because women also have competence, skills, and skills, and can make decisions just like men. The results showed that nearly 50% of the participants served as the first-line managers, other about 35% were middle-line managers, and 15% as top managers. This is an immense achievement, and gratifying, to accomplishment of the sustainable development goals. In the future, it is expected that there will be an increase in the quality of the role of women who are not only policy implementers but can be involved more proportionally at least 30% in institutional policymaking. Of course, by continuing to strive so that women do not experience and feel inequality (discrimination) in leadership and employment in general. Similarly, (Bass & Avolio, 1994) mention that male leaders tend to expose transactional leadership style, while female leaders tend to be more transformational. Motivation, accuracy in decision making, capacity, determination to succeed, and selfconfidence are factors that significantly affect the absorption of women's leadership opportunities (Dhatt et al., 2017).