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Lamia Rahman Ahad has vast international experience in the field of education and teaching including the UK, the Netherlands, China and Bangladesh under different systems and levels of education and diverse cultural environment. She has experience of working in multiple-agencies and being part of multi-disciplinary teams. She holds an MA in Education (International) from University of Manchester, UK, and an MSc and BSc in Botany from the University of Dhaka, Bangladesh. Apart from her professional field, she has worked in many charitable organizations including ACCESS in the Department of Community Education in the Netherlands, the British Red Cross (as an educator) in UK and Australian Volunteers’ Association in Australia. She has been also involved with a number of ladies organizations and held chairs as President and General Secretary of Asia Pacific Ladies Group of the Netherlands and Treasurer of the Commonwealth Society of Beijing. 
Helen Gunter is Professor of Educational Policy in The Manchester Institute of Education, University of Manchester, UK. She is a Fellow of the Academy of Social Sciences, and recipient of the BELMAS Distinguished Service Award 2016. Her work focuses on the politics of education policy and knowledge production in the field of school leadership. Her most recent books are: Leadership and the Reform of Education, published in 2012 by Policy Press; Educational Leadership and Hannah Arendt, 2014, Routledge; An Intellectual History of School Leadership Practice and Research, 2016, Bloomsbury Press; and Consultants and Consultancy: The Case of Education, coauthored with Colin Mills, 2017, Springer. Abstract
Women have long been under-represented in organization leader roles within higher education. Research has identified, mapped and examined the data, with recommendations for change. The research reported in this article adds to current knowledge, and raises methodological questions by focusing on senior female leaders in higher education in Bangladesh. Using a narrative approach to the construction of professional biographies, the study seeks to explore and understand the complex situations that Bangladeshi women in leader roles encounter and negotiate in their work and careers. This project makes a contribution to the field through not only adding more evidence, but also providing new insights into the contextual context in which women are aspiring to and securing senior roles. In addition, we help to inform the research design agenda by identifying a lack of information regarding the composition of the higher education workforce in Bangladesh, where the data in the public domain are neither sufficient nor robust.
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