From Campus to Boardroom: Gendered Pathways of Sri Lankan Women in Engineering Leadership

Abstract

This study investigates how undergraduate experiences influence the long-term career success of Sri Lankan women engineers who have attained top management roles. Through an inductive thematic analysis of nine in-depth narrative interviews with women across diverse engineering sectors, the research identifies eight interrelated themes: academic excellence, gendered experiences, cultural and social constraints, peer networks, limited extracurricular involvement, mentorship, real-world exposure, and resilience. Academic achievement and hands-on learning opportunities emerged as foundational elements that conferred credibility and facilitated early career advancement. Simultaneously, participants had to navigate restrictive gender norms, institutional barriers, and social expectations that often limited their full participation in university life. Peer support networks and faculty mentorship were critical in sustaining motivation and enabling greater career clarity. Despite facing persistent gendered biases in academic and workplace settings, participants demonstrated exceptional resilience, transforming challenges into leadership competencies. These findings highlight the importance of inclusive and equitable academic environments, and suggest that proactive policies, such as structured mentorship, accessible fieldwork opportunities, and gender-sensitive support services, are essential for nurturing women’s leadership in engineering. This study contributes to the broader discourse on gender equity in STEM by offering context-specific insights from a South Asian developing country. While limited in scope due to a small sample size, it forms part of a larger ongoing research initiative and provides a foundation for future comparative and longitudinal studies. Overall, the research underscores how formative academic experiences can catalyze leadership development, offering practical implications for educational policy and institutional reform aimed at supporting women in engineering careers.

KEYWORDS: Women engineers, Sri Lanka, undergraduate experience, thematic analysis, gender in engineering, leadership