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This study investigates the experiences of women in leadership roles within higher education institutions in Pakistan and the United States. The main aim is to understand how women describe their experiences in attaining, advancing, and maintaining leadership positions in higher education. It contributes to theoretical understandings of women's leadership and highlighting unique challenges and opportunities in different cultural contexts. This study employs Mezirow's (2003) Critical Reflection Theory as a theoretical framework to guide participants' retrospective storytelling process. Through qualitative research methods including semi-structured interviews and thematic analysis of interview transcripts, the study explores how women navigate their journeys to leadership positions and the challenges they encounter. Despite cultural variations, female leaders in both countries face comparable obstacles such as gender bias and limited training opportunities. To empower these leaders, policies should prioritize formal leadership training, address workplace bias, and support work-life balance initiatives. Policy implications include the implementation of formal leadership training programs, addressing unconscious bias, and supporting family-friendly policies to empower female leaders. Advocacy for legislative measures promoting gender equality in leadership positions is crucial for creating supportive policy environments globally. Keywords: Cross culture, work life balance, leadership, gender gap, networking, and mentorship
Nosheen et al. (Fri,) studied this question.