This study was conducted by recruiting individuals from various institutions via social media, contacting university research centers, and participants’ recommendations at different career stages and in multiple family situations. This study recruited respondents who worked in various academic institutions because of the differences in the intensity of research conducted in these organizations. Participants were selected from universities across Indonesia to ensure a geographically diverse sample. The participants came from large cities such as Jakarta, Surabaya, Makassar, Mataram, and Padang. To protect the privacy of the respondents, this study does not attribute any answers to specific universities. Between October 2020 and February 2021, we interviewed Indonesian academics during the COVID-19 outbreak. In all cases, the academics interviewed worked from home or at another non-university organization. Three professors, ten assistant professors, ten associate professors, and six tenured lecturers were interviewed.

A purposive sampling procedure was employed and the selected individuals were identified, contacted by email, and invited to participate in the study. Not all respondents who answered the email were willing to participate in interviews via Zoom. All interviews were conducted at the convenience of the participants. Online interviews were conducted via Zoom by providing a choice of day and time; the interviews lasted approximately 26–50 minutes each. The researcher explained the scope of the research to the participants before the interviews began, and the participants were permitted to record the interview process. The participants were allowed to freely express their experiences during the conversation. This study involved lecturers in tertiary institutions, both female and male, who were asked to provide an overview of their academic activities during the Covid-19 pandemic. The difference between female and male academics in terms of publication productivity and their academic activities during the pandemic has been frequently studied. The participants worked at the institutions up to 20 years with an average of fewer than five years. In terms of family status 20 respondents were married and had children ranging from one to five.

This study used in-depth interviews s to explore the gender perspectives of female and male lecturers in higher education during the pandemic. For this purpose, a semi-structured interview form was developed that allowed us to examine the problem holistically. The following questions were posed to participants in the interviews according to the theoretical framework formulated in the study.

• 1. Do you engage in any problem-solving activities during the pandemic when working at home?
• 2. Do you feel more connected to your students during the online activities? (Yes/No) ⋯ (If yes, describe the reasons)
• 3. How much research has been conducted in this field during the pandemic? Can you explain the challenges you faced during the research?
• 4. What problems did you encounter during your presentations, meetings, and lectures? Is there any particular problem that you have experienced?
• 5. How did you respond as a lecturer during the current pandemic when the government issued the “Merdeka Belajar Kampus Merdeka” (Independent Campus Learning)?
• 6. How do you perform your role as a husband-or-wife in the household and as a worker during this pandemic, when most of your work as a lecturer is done online?
• 7. Do you think that gender equality equally occurs well in tertiary institutions? What are the roles of leaders in higher education in this regard?

The NVivo 12 program was used to analyze the data for interpretive phenomenological research (interpretive phenomenological analysis (IPA), as proposed by Tindall, Smith, Flower & Larkin, 2009). NVivo 12 Qualitative Data Analysis was used to analyze the data from an interpretive and phenomenological approach. The NVivo software significantly reduced the number of manual tasks associated with data analysis, thereby allowing researchers to spend more time exploring trends, themes, connections, and responses to each research question (Adu, 2019). The researchers chose IPA to gain insight into how respondents see their individual and interpersonal lives, and to identify how an individual makes meaning of particular phenomenon in a given scenario. The interpretative phenomenological approach is a method for comprehending and interpreting human experiences concerning any phenomena and is specifically effective in supplementing data (Clark, 1999). Following Tindall et al. (2009), the researchers in this study took the following steps.

• • The first step was to transcribe interviews taped via the Zoom application verbatim.
• • The second step involved listening to individual recordings, gathering information, and repeatedly reviewing the transcripts.
• • In the third step, each analysis involved construction of a specific sequence by identifying significant quotations in the transcripts.
• • The fourth step was relating code-generated themes and quotes from the transcript.
• • The fifth step was to determine the core theme by examining the possible relationships between the subthemes.
• • In the sixth step, the codes and themes developed by the researchers were analyzed and discussed until a compromise was reached. Principal pieces were constructed by connecting the subthemes of the transcripts based on important aspects.
• In the final step, results were categorized using theme mapping

Females are much more likely to work in contingent roles and have higher academic teaching duties than males. They have been assigned a significant number of primary and beginner courses. They guide a substantial number of students, a significant percentage of whom require exceptional attention (Gibney, 2017). These disparities are exacerbated for teachers of color who frequently require additional service and mentorship tasks to support the institution’s diversity and inclusion initiatives (Titani-Smith, 2017). Females and males differ in behavior, with females being more concerned about others’ well-being and males being more self-sufficient (Feldman, 1993). Females are generally perceived as caring, sensitive, loyal, and understandable (Eagly & Wood, 2012).

I try to help my student if he has problems related to his academic and personal life. This creates an additional burden on the work as a lecturer. (F3)

During the pandemic, academics have been obliged to adapt their teaching methods and course content, as well as their resources, student evaluation methods, and test formulas, due to the move toward distant learning (Mishra, Gupta, & Shree, 2020). In our survey, the academics who responded stated that they found online teaching to be more important and something that ensured the continuity and quality of online learning during crises. They attributed this to students losing direct engagement, technological difficulties, and a lack of prepared virtual teaching resources.

It does not matter what I do; I try to help everyone, whether scientists or inorganic chemists. (M2)

Our interviews showed that remote education substantially impacted the jobs of undergraduate, graduate, and PhD students as supervisors. In contrast to traditional head supervision, online supervision has become a more personalized mode of communication. Students’ work grades may improve, but this will require significant instructor training.

When interacting offline in the class, everything is clear. This study contrasts online, where students appear less enthusiastic during lectures and ask fewer questions to offline lectures. (M7)

Female instructors reported making efforts to be more accessible in response to the fears and psychological needs of students. They confirmed their agreement to be contacted by instant messaging platforms, Facebook, Instagram, and WhatsApp.

They can contact me at any time, and they do (...) As a result, I frequently contact students using various tools and at various times. (F7)

In contrast, the male interviewees focused only on the course material and technical help provided to the students. They placed little emphasis on students' mental wellness.

I am not convinced that the students will require [assistance]. (...)students at one of the universities where I work are extraordinarily self-sufficient and adult. They are entirely dedicated to professional growth at my university. (M6)

As a result, female lecturers assume the role of helping students improve their overall psychological well-being. In contrast, male lecturers saw their roles as limited to class materials and technical support. Male lecturers primarily focused on issues related to distance education. Female academics often consider the perspectives of their students and the emotional and psychological demands of teaching during a pandemic. The dynamic contribution of female lecturers is significant for achieving this goal. Previous studies established that female academics perform most of their emotional and nursing work in higher education institutions (Heijstra, Einarsdóttir, Pétursdóttir, & Steinþórsdóttir, 2017). This shows that female lecturers perform their roles well; it is consistent with earlier studies revealing that female lecturers showed higher overall job satisfaction than their male colleagues, despite significant gender pay differences (Baisakalova, 2006).

The impact of COVID-19 has exacerbated the disparity between females and males in academia regarding research opportunities (Flaherty, 2020). For instance, journals in certain domains have reported that the gender disparity in paper submissions is widening (Amano-Patiño et al., 2020). Females face peer-reviewed bias (Helmer, Schottdorf, Neef, & Battaglia, 2017). The unequal success rates of female researchers in grant applications are based on the peer review process rather than research quality (Witteman, Hendricks, Straus, & Tannenbaum, 2019). These workplace challenges are further exacerbated by rising expectations in the home. Females are increasingly expected to perform housework, care for (and, in some cases, teach) their children, and care for elderly parents and relatives. Therefore, even without COVID-19, females are likely unable to successfully absorb the increased work.

I believe that my scientific work, in particular, is thriving right now. I have sent, written, and completed [research] since I began working from home. Five articles are complete and have been submitted. Thus, this is a rather remarkable result for two months. (M2)

The productivity of research has grown in practically every aspect imaginable. I've made tremendous progress in the last three months; I've learned, read, and written a lot. I am not sure I could have accomplished as much in, maybe, six months of the complete job. (F5)

In their responses, female academics commented that the most noticeable impact of postponing conferences was the loss of opportunities to exhibit research, seek input, and propose research ideas. The female participants expressed frustration with their inability to devote full attention to active engagement in online conferences and workshops while working from home. Because of their family duties, they were unable to actively participate in discussions or other academic misconduct activities of the type found at conferences. Several participants emphasized that a lack of networking opportunities and informal interactions could impede the development of cooperative projects.

Everyone has the opportunity to meet new people at every conference. Sometimes, it is just casual discussions over a break, and you do something with these people. (F6)

Males claimed that the pandemic allowed them to network with other researchers and saw this as a chance to improve their ties to others' research.

So, we only communicate with others via Google Meet or Zoom., which significantly reduces the transaction expenses associated with establishing cooperation with people from other countries. As a result, I see career potential here for myself and my coworkers. (M4)

Pandemics, for me, are a possibility. It, in my opinion, is a tremendous opportunity. To begin with, I can work remotely from any location and at any time. The individual is easy to get along with. (M5)

According to the female lecturers, the pandemic has provided more opportunities for women because of their dual roles as lecturers and housewives. Zoom is an online media platform that allows people to spend time at home.

Training activities and meetings between lecturers for research collaboration activities using Zoom can lower costs incurred and still be more productive amid limitations and busyness, as well as being a housewife. (F16)

The promotion and advancement of female academics are likely to be affected by this compared with male academics. Female careers in higher education require institutions to monitor these effects and implement policies to support and maintain continuity among female lecturers. This influence on the promotion and recruitment of employees based on productivity is essential in higher education. Where publication is an aspect of productivity, this study confirms that female productivity has decreased because of the pandemic compared to that of male lecturers. Females in academia have been disproportionately affected by these changes. Research hours for females have also reduced during the pandemic, and they face disproportionate challenges in balancing work and family life (Myers et al., 2020). Based on 40,000 preprints from the Social Science Research Network (SSRN), it has been found that female productivity decreases relative to males despite increased overall research productivity, which is more pronounced at higher-ranked universities (Cui et al., 2022).

The Covid-19 pandemic, which has prompted critical reflections in various domains, including gender, education, and employment, is projected to have an effect (Alon et al., 2020). According to an examination of health-related products, males have more problems that require attention than females. Unfortunately, the outbreak caused a vast health catastrophe that dramatically affected social life and the economy. Females encounter various gender-related issues depending on their culture, life circumstances, and habits. Examining female lives within the context of sociocultural debates offers insight into personal experiences (McLaughin, 2003). Numerous studies have discovered that the primary causes of gender gaps are sociocultural influences that prioritize males over females (Suryadi & Pratitis, 2001). The Monash University study described above demonstrates that professional disruptions encountered by females, such as childbirth, affect females' careers (Farida & Wardana, 2020). Gender differences are also a result of sociocultural and religious attitudes. For instance, there is an idea that males are the producers of livelihoods and family heads, and hence, their education must take priority. According to Coate and Howson (2016), a lecturer's career is considered a male career (stereotypical masculinity).

In the social environment, changes in mindset need to be carried out by the community, where equality needs to be done so that no one dominates, where both males and females who work as lecturers can work together and contribute positively to advance the world of education. (M9)

During this pandemic, the erasure of the divide between work and home complicated female academics’ ability to juggle employment, childcare duties, and housework. The policy on Merdeka Belajar Kampus Merdeka (MBKM) compels colleges to alter their curricula significantly. Furthermore, universities should implement this strategy by early 2021. The added labor required to adjust courses in the face of an epidemic makes it much more difficult for female academics to fulfill the fundamental activities necessary for career advancement. As Minister of Education and Culture, Nadiem Makarim established the concept of “Merdeka Belajar” (Free to Learn), intending to develop exceptional human resources by prioritizing the implementation of character qualities that foster each student's thinking ability and creativity (Savitri, 2020). Merdeka Belajar meant freedom of learning for teachers and students in the COVID-19 era, allowing students to study freely, relax, and smile without pressure, to master their natural talents without forcing them.

Redesigning the curriculum to suit the Merdeka Belajar campus program as extra work during a pandemic hinders academic tasks like researching, lecturing, and community outreach that support academic careers. (F2)

During the pandemic, female academics were reintroduced into the domestic sphere and faced with household and academic tasks. Males did not significantly assist household work and functioned as the family's public face when shopping or engaging in other outdoor activities. Although the public world was dominated by spending during quarantine, males were assigned to these activities, while females were assigned to housework. Cooking and caring for the house are examples of female responsibilities. Even a simple encounter such as the following is a powerful statement regarding gender roles. Many female academics, including Participants 4, 9, and 11 expressed similar sentiments.

My husband helps with household chores such as washing clothes and shopping for household needs. It makes it easier for me to take care of household chores, children, and work. (F4)

My husband, a family leader, helps and guides his child in online learning when experiencing technical problems related to lessons, including meeting household needs outside the home. (F9)

We divide the tasks well where my husband has a role externally related to family and household. Meanwhile, I focus more on caring for the children and cleaning the house. (F11)

This pandemic has highlighted the broader and more pernicious problems associated with restrictive work arrangements and the exploitation of females and people working in the care industry through the disproportionate accumulation of labor and unpaid work. Our research demonstrates that gender equality discourses, particularly those focused on advancing females to highly strategic university positions, cannot resolve the systemic disparities faced by female academics. According to statistical comparisons of gendered lecturers and students, gender disparity is frequently regarded as a problem that is resolved. The gender dimension of the academic profession, on the other hand, demonstrates the magnitude of the structural divide. The university should be a space that empowers females by cultivating feminist and postcolonial criticism. Universities are also hotbeds for gender-based exploitation.

Serving as an official in a university environment is challenging, but I still feel the differences and boundaries, especially when communicating with the leadership. They seem to keep their distance, and I did not expect that. (F4)

Male and female officials who occupy positions within the university still have a higher proportion of men than women. (F7)

To ensure that everyone at universities can survive the pandemic and resume productive lives following it, leaders, must be prepared to tackle the problem of developing policies that ensure equitable resource allocation. Gender equality is meaningful only if female and service providers who nurture and care can participate in decision-making in their institutions to ensure that policies protect the most vulnerable populations. Universities require compassionate leaders to develop compassionate policies; communal and organizational compassion must be valued alongside productivity and excellence objectives. Leaders comprehend the context and understand which redistribution policy to implement to avoid favoring certain groups and oppressing others.

The leaders in every university, both private and public, have a significant role in creating policies that are more directed toward gender equality, wherein in the decision-making process, females have the same rights to represent their voices in decision-making participation. (F10)