Female leadership is a relevant topic in higher education due to its potential association with educational quality and processes of equity and inclusion. However, the existing empirical evidence remains fragmented and lacks systematic syntheses that integrate these dimensions. The aim of this study is to examine how female leadership is addressed in relation to educational quality in higher education by identifying quality indicators, leadership characteristics, barriers faced by women, and the predominant methodological approaches in the literature. The novelty of this study lies in addressing these gaps through a systematic review that integrates and compares dispersed findings. To this end, the PRISMA 2020 methodology was applied, analyzing articles published between 2010 and 2024 in Scopus and Web of Science, from which 20 studies were selected. The results suggest that the indicators most frequently linked to female leadership are diversity in leadership, gender equity, and institutional inclusion, while academic performance and cultural transformation are supported by more limited and context-dependent empirical evidence. In addition, the reviewed studies predominantly associate female leadership with collaborative and ethical leadership approaches, alongside cultural and institutional barriers that constrain women’s participation in leadership positions. Overall, this study provides a structured synthesis of the current state of knowledge and outlines implications for institutional policy development and directions for future research, without establishing direct causal relationships.
Gallegos et al. (Mon,) studied this question.