Losers and winners in the academe: The Psychological burdens and benefits of elective academic leadership in universities
| dc.contributor.author | Atibuni1, Dennis Zami | |
| dc.contributor.author | Olema, David Kani | |
| dc.contributor.author | Kibanja, Grace Milly | |
| dc.date.accessioned | 2026-07-15T10:32:18Z | |
| dc.date.available | 2026-07-15T10:32:18Z | |
| dc.date.issued | 2026-07-09 | |
| dc.description | This research supports SDG 4 (Quality Education), Target 4.7, by encouraging effective, ethical, and inclusive academic leadership that improves institutional performance and education quality. It also contributes to SDG 8 (Decent Work and Economic Growth), Target 8.5, by focusing on staff well-being, leadership workload, and sustainable workplace practices in universities. The study aligns with Uganda’s National Development Plan IV (NDP IV), especially the Human Capital Development Program and the Governance and Institutional Strengthening priorities. These highlight the importance of quality higher education, strong leadership, accountability, and institutional capacity building. By examining the psychological challenges and benefits of elective academic leadership, this research provides evidence to inform healthier governance models, strengthen leadership support, and encourage merit-based decision-making in universities. The recommendations aim to improve academic governance, support staff welfare, and help transform Uganda’s higher education sector sustainably. | |
| dc.description.abstract | Elective academic leadership is trending across higher education institutions worldwide. Postulates of being elected in the political academe, rather than being selected (or appointed), as is the case in the classical academe, are associated with benefits of enhanced credibility, effectiveness, accountability, and representation. However, elective academic leadership comes with burdens for individuals and institutions. This conceptual review article, developed using a semi-systematic literature review methodology, examines the psychological benefits and burdens of elective academic leadership in universities. The paper posits the centrality of academic leadership in the academe, traces the origins of elective academic leadership, and explores the context of the political rather than classical academic leadership. We argue that investment in politicising academic leadership is a recipe for stress and pressure to perform, additional workload and responsibility, high expectations from colleagues and students, and potential burnout and emotional exhaustion among the leaders. The paper therefore proffers strategies for a paradigm shift from an intrigue-laden political academic leadership to a merit-based classical academic leadership. Implications for policy and practice are also discussed. | |
| dc.identifier.citation | Atibuni, D. Z., Olema, D. K. & Kibanja, G. M. (2026). Losers and Winners in the Academe: The Psychological Burdens and Benefits of Elective Academic Leadership in Universities. East African Journal of Education Studies, 9(3), 163-172. | |
| dc.identifier.issn | 2707-3947 | |
| dc.identifier.uri | https://dir.muni.ac.ug/handle/20.500.12260/1019 | |
| dc.language.iso | en | |
| dc.publisher | East African Nature & Science Organization | |
| dc.subject | Academic leadership | |
| dc.subject | Classical academe | |
| dc.subject | Political academe | |
| dc.subject | Psychological benefit | |
| dc.subject | Psychological burden | |
| dc.subject | Elective academic politics | |
| dc.title | Losers and winners in the academe: The Psychological burdens and benefits of elective academic leadership in universities | |
| dc.type | Article |