In recent years, universities have come under scrutiny for adopting an authoritarian leadership style and culture characterised by hierarchy, command-and-control decision-making, and rigid adherence to authority. This leadership, inspired by authoritarian efficiency, poses significant challenges when applied to academic institutions. Universities, as hubs of knowledge and creativity, require leadership styles that align with their unique missions of fostering critical thinking, innovation, and inclusivity.

An authoritarian leadership style thrives on hierarchy, discipline, and a clear chain of command. While such structures ensure efficiency in the armed forces, their translation into academia often results in rigidity that stifles the intellectual freedom essential for academic growth. In South African universities, as highlighted in my PhD study on managing multigenerational academic staff, an authoritarian leadership style is particularly ineffective, undermines collaboration, innovation, and morale​.

One of the fundamental contradictions in applying an authoritarian leadership style to universities lies in the paradox between control and creativity. The very nature of higher education thrives on intellectual curiosity, critical debate, and the free exchange of ideas. An authoritarian leadership style, by contrast, is rooted in strict hierarchical control and an expectation of unquestioning compliance. While efficiency and order are important in managing large institutions, universities are not merely bureaucratic entities; they are intellectual ecosystems where the exchange of diverse ideas fosters progress. Excessive control can lead to intellectual stagnation, where fear of reprimand discourages innovation and out-of-the-box thinking.

Additionally, in a rapidly changing world, higher education institutions must remain agile. Universities are expected to prepare students for the complexities of the modern world, equipping them with skills such as problem-solving, adaptability, and critical thinking. However, an authoritarian leadership stifles these very qualities, as it promotes conformity over creativity. The risk is that academic staff and students become disengaged, prioritising survival within the system rather than pushing boundaries and pioneering new knowledge. The long-term consequences of this can be devastating, as it leads to an institution that resists change rather than embraces progress.

The endorsement of an authoritarian leadership style also carries concerning implications for gender and racial inclusivity in academia. Historically, hierarchical institutions have disproportionately favoured those who already hold power, typically white, male academics in senior positions. The rigid structures embedded in this style of leadership make it exceedingly difficult for black academics and women to break through these ranks, as promotions and decision-making are often controlled by an exclusive group resistant to transformation.

Women, in particular, face unique challenges in authoritarian academic environments. Leadership styles based on dominance, assertiveness, and rigid authority often do not align with leadership styles that emphasize collaboration and emotional intelligence, qualities that research suggests are more commonly associated with female leaders. Research has found that organisations with authoritarian leadership tend to reinforce gender disparities, as women who do not conform to the dominant leadership archetype are often overlooked for promotions or penalised for demonstrating leadership traits outside of traditional masculine norms.

Similarly, black academics have long been underrepresented in senior academic positions, particularly in South Africa, where the legacy of apartheid continues to shape institutional power structures. Rigid hierarchies in universities often act as gatekeepers, preventing meaningful transformation. Studies show that inclusive leadership styles that prioritise mentorship, support networks, and participatory governance are more successful in promoting racial equity in academia. Universities that continue to endorse authoritarian leadership styles risk entrenching systemic barriers rather than dismantling them, ultimately making it harder for black academics to gain equal footing in the academy.

Furthermore, generational differences already pose challenges in academia and my study on managing multigenerational academic staff, found that an authoritarian leadership style was particularly ineffective, undermining collaboration, innovation, morale and respect which are key drivers of diversity’s benefits An authoritarian leadership style side-lines younger academics’ innovative ideas and older academics’ mentorship contributions. The study also found that staff morale thrives in environments where inclusivity and adaptability are prioritized. 

My research highlights the need for leadership strategies that embrace inclusivity and adaptability. Effective leadership in universities must account for generational differences, fostering collaboration and knowledge transfer between younger and older academics. This requires abandoning rigid, top-down models in favour of frameworks that value communication, consultative management, and interpersonal skills​. Rather than adopting an authoritarian leadership style, universities should pursue collegial models that prioritise shared governance and mutual respect. For example, ensuring all stakeholders, including students, staff, and academics, have a voice in decision-making processes. Leveraging the expertise of senior academics while encouraging innovation from younger staff and recognising that adaptability and inclusivity, as highlighted in my integrated framework, lead to more effective management​.

In conclusion, an authoritarian style of leadership is not suited to the academic environment, where intellectual freedom, collaboration and diversity are vital. Universities must shift toward leadership models that celebrate these values, ensuring they remain fortresses of innovation and critical thought in an increasingly complex world. By adopting frameworks that emphasize inclusivity and adaptability, universities can navigate generational and cultural challenges while fostering environments of growth and excellence.

Link to my study: https://uir.unisa.ac.za/bitstream/handle/10500/31292/thesis_makola_zs.pdf?sequence=1&isAllowed=y

Dr Sizile Makola is a senior lecturer in the Department of Business Management at Unisa. She writes in her personal capacity.