A recent study found that universities led by highly narcissistic vice chancellors (VCs) suffer significant declines in both academic and league table performance. The research, conducted by a team of scholars from several UK institutions, highlights the far-reaching impact of leadership personality traits on the overall functioning and success of higher education institutions. The findings were published in the journal Resesarch Policy.
The study focuses on the link between VC narcissism and university performance, employing a unique methodology to measure narcissism through the size of the VCs’ signatures. The researchers used a difference-in-difference (DiD) approach to analyse the effects of changes in VCs’ narcissism levels on university outcomes. This approach allowed them to isolate the impact of narcissistic leadership from other variables that might affect university performance.
The findings are striking. Universities that appointed a highly narcissistic VC experienced a notable decline in research output, teaching quality, and overall ranking. Specifically, the study found that a change from a low to a high narcissistic VC led to a drop of approximately 16 places in research performance for new universities and nine places for older institutions. The impact on student satisfaction was equally concerning, with new universities seeing a 12-place drop and older universities seeing a 19-place decline. The Guardian ranking, which assesses universities based on undergraduate student experience, showed a significant 27-place drop for new universities under narcissistic leadership.
The study attributes these declines to two primary mechanisms: excessive financial risk-taking and empire-building strategies. Narcissistic VCs were found to engage in more risky financial ventures, often at the expense of the university’s core academic and teaching missions. Additionally, these leaders were more likely to pursue empire-building activities, such as expanding the university’s physical footprint or investing in high-profile but low-return projects, which diverted resources away from essential academic functions.
Interestingly, the negative effects of narcissistic leadership were not uniform across all types of universities. The study found that older universities, especially those in the prestigious Russell Group, were somewhat more insulated from the detrimental impacts of narcissistic VCs. This resilience is attributed to stronger governance structures and more robust institutional traditions that limit the extent of any single leader’s influence. In contrast, newer universities, which often have less established governance frameworks, were more vulnerable to the negative effects of narcissistic leadership.
The implications of this research are significant for higher education policy and practice. The study underscores the importance of careful selection and oversight of university leaders. Given the central role that VCs play in shaping the direction and success of their institutions, the findings suggest that personality traits, particularly narcissism, should be a critical consideration in leadership appointments. Moreover, the study advocates for stronger governance mechanisms to mitigate the potential risks associated with narcissistic leadership. By distributing decision-making power more widely and ensuring greater oversight of VCs’ actions, universities can better protect themselves from the potentially destructive tendencies of narcissistic leaders.
This research also adds to the broader discourse on leadership in higher education, challenging the notion that bold, charismatic leaders are always the best fit for academic institutions. While such traits may be beneficial in certain contexts, the study suggests that, in the university setting, they may lead to more harm than good. The findings also contribute to ongoing debates about the corporatisation of universities, where VCs are increasingly seen as CEOs. The study cautions against this trend, arguing that the unique nature of academic institutions requires a different kind of leadership, one that balances managerial acumen with a deep understanding and respect for the academic mission.
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