Challenges and opportunities in scholarly writing for female academics at Kyambogo University in Uganda

Abstract

Research productivity remains a key indicator of academic success in higher education, yet female academics publish significantly fewer scholarly works than their male peers, despite holding advanced qualifications and having access to government-supported research funding. This qualitative descriptive study investigated factors influencing research productivity among 29 female academics at Kyambogo University between May 2023 and August 2024. Ethical protocols were strictly followed, including informed consent, confidentiality, and anonymisation of participants’ identities. This research uniquely applied an intersectionality-informed framework to demonstrate how personal challenges—such as time constraints, self-doubt, and limited research skills—interact with structural impediments including excessive workloads, inadequate mentorship, insufficient research infrastructure, limited funding, and systemic gender biases to undermine female academics involvement in scholarly writing findings reveal that while enablers—such as PhDs, research grants, co-supervision opportunities, journal access, and diverse fields—form a solid foundation for productivity, female academics continue to encounter systemic and personal barriers that inhibit full engagement. The study proposes strategic, intersectionality-based institutional interventions such as establishing a research support, Writing Centre, and creating communities of practice to address the barriers identified and leverages the intrinsic strengths of female academics. Together, these will improve female academics’ scholarly output and ultimately foster more inclusive and sustained academic growth.