Singh, Divya2019-09-252019-09-252017-03-0720179782889311644http://hdl.handle.net/20.500.12424/164055"The triad of access, equity and justice in higher education has been discussed, analysed and debated at numerous forums, today finding expression in both global and national policy documents, regulating frameworks, and action plans. The UNESCO World Declaration on Higher Education for the Twenty First Century: Vision and Action (1998: 1) and the Sustainable Development Goals Post 2015 are but two examples. The Preamble to the World Declaration on Higher Education for the Twenty First Century: Vision and Action states unequivocally: “On the eve of a new century, there is … an increased awareness of its [higher education] vital importance for sociocultural and economic development, and for building the future, for which the younger generations will need to be equipped with new skills, knowledge and ideals.” There is no gainsaying the correctness and enormity of this directive in a world characterized by continual change and a higher education sector undergoing disruption. In this milieu, university leaders are called upon to ensure that the teaching and learning agenda remains true to these aspirations and that the students they produce are true global citizens competent to understand and engage both discipline-specific issues as well as ethical, cultural, political, and social problems. However, before they become graduates, for many potential students lies the challenge of access and admission to university. In both of the aforementioned signal global instruments, nothing is said about promoting a better gender balance in higher education."engCreative Commons Copyright (CC 2.5)education ethicsGender ethicsprofessional ethicsUniversity managementacademic leadershipminority ethicsequalitywomen's rightGlobal ethicsPolitical ethicsDevelopment ethicsEconomic ethicsLabour/professional ethicsTechnology ethicsCommunity ethicsLifestyle ethicsSocial ethicsSexual orientation/genderEducation and ethicsBook chapter