Today, more than ever, the quality of HE leadership matters

The advancement and sustainability of higher education institutions depend significantly on the quality and character of their leadership.

Universities are not only centres of knowledge and learning, but also deeply rooted intergenerational communities. They perform essential functions – teaching, research, knowledge creation and public service – and are uniquely situated at the intersection of cultural, intellectual and social development. Their strength lies in the diversity and commitment of their members and in their ability to engage meaningfully with the world around them.

Within such complex institutions, leadership becomes an essential element in nurturing cohesion, defining purpose and sustaining the academic and institutional mission. Effective leadership must reconcile institutional traditions with the need for innovation, uphold core values while navigating change and foster collective vision while respecting individual contributions.

As someone with personal experience of 15 years as president of the Pontificia Universidad Católica de Chile, I am keen to contribute to a broader dialogue on the future of university leadership, especially within Latin America, but also to global perspectives.

It begins with academic credibility

Leadership in higher education must begin with academic credibility. A university leader should have a robust disciplinary background and a solid trajectory of scholarly contributions. This includes both experience in research that advances knowledge and as someone who has played an active role in teaching and training future generations.

Such a foundation is crucial for building legitimacy in an academic community, particularly among peers. Leadership that emerges from scholarly respect carries a moral authority that is far more sustainable than the power granted by position.

The ethical dimension of leadership is just as important. The credibility of a university leader depends on consistent integrity, transparency in decision-making and a clear commitment to the core values of academic life: freedom of inquiry, respect for truth, and service to the public good. Throughout one’s academic career, and particularly in leadership positions, this ethical consistency must remain visible and non-negotiable.

In addition to their academic and ethical standing, a university leader must act as a source of motivation and direction. A leader should inspire confidence, generate enthusiasm and mobilise collective energy toward shared goals. This involves setting out a clear and compelling vision, establishing strategic priorities and fostering a culture of participation.

The ability to act decisively by prioritising key goals and deferring less urgent matters is fundamental to institutional efficiency. However, leadership is not about acting alone. Development plans and strategic decisions must be based on an inclusive process that reflects the views of the university community. Leadership can only be truly effective in a culture of informed dialogue, mutual trust and a shared sense of purpose.

Transparency in communication, especially in relation to decisions with a bearing on faculty members, students and staff, has been found to build credibility and foster ownership. Furthermore, leaders must demonstrate perseverance in their vision, maintaining direction in the face of challenges while exhibiting flexibility in adapting to changing circumstances.

Protecting university autonomy

One of the most complex and essential responsibilities of a university leader is the protection of institutional autonomy. This autonomy, which encompasses academic, administrative and financial dimensions, is a cornerstone of university identity and a prerequisite for the free pursuit of knowledge. However, autonomy is often challenged by both external and internal forces.

Externally, government policies, funding pressures and political dynamics can threaten the independence of academic institutions. In the case of Catholic universities, it is important to safeguard academic freedom while maintaining a distinct separation between the spiritual areas of the mission and the governance of academic affairs.

Support for these spiritual areas is essential to the institution’s identity but must be expressed with respect for academic freedom and operational independence.

Internally, autonomy can be undermined by favouring ideology over academic merit, suppression of dissenting views and over-centralisation of authority. Additionally, financial pressures can also compromise autonomy when external donations or partnerships are allowed to influence the university’s mission or programmes. It is the leader’s role to safeguard against these threats with clarity, balance and moral courage.

Collaboration

No university thrives in isolation. The ability to build constructive relationships with peer institutions, both nationally and internationally, is increasingly vital. Research and innovation flourish in environments of collaboration, and many of the most pressing challenges in higher education, such as sustainability, digital transformation and equity, require collective solutions.

Leadership in this area involves identifying opportunities for partnership, promoting networks and ensuring that the institution remains open to external ideas and influences. At the same time, collaboration requires interpersonal skills: generosity, empathy, discretion and attentiveness in relationships. These human qualities, which are often underappreciated, are essential for building trust and long-term alliances.

A leader must also have a global perspective, as universities must take part in the global circulation of ideas, people and knowledge. It is therefore essential for leaders to actively promote academic exchange, foster international research collaboration and embed global competencies within the curriculum.

Internationalisation at home – which takes place through diversity, global engagement strategies and virtual collaboration – also plays a central role in shaping a modern, outward-looking university.

Human qualities

Effective leadership is inherently intertwined with an individual’s personal character. Traits such as empathy, humility, resilience and a sense of humour contribute not only to a leader’s relational capacity, but also to institutional well-being.

University communities are composed of people who need to feel seen, heard and valued. Simple gestures such as knowing someone by name, responding to messages in a timely way and expressing gratitude can have a profound effect on institutional culture.

Leaders must be available, attentive and present. They should cultivate a work environment that values joy, energy and creativity, all qualities that help build a positive atmosphere that supports productivity and attracts talent. Humour has been demonstrated to have the capacity to diffuse tension, humanise authority and enable people to put issues into perspective in difficult moments.

Another defining feature of leadership is consistency between speech and action. This coherence builds trust and prevents ambiguity. In complex or uncertain scenarios where outcomes are unclear or risks are high, leaders must demonstrate both prudence and resolve.

Avoiding difficult decisions can be as damaging as making poor ones. The capacity to act with conviction, while also demonstrating a willingness to listen and adjust course when needed, is essential. This includes the ability to take calculated risks when circumstances demand boldness. Leadership is not about certainty, but about commitment to the institutional mission and the ability to navigate ambiguity with purpose and integrity.

Leadership is not a solitary endeavour, nor should it be driven by ego. A good leader understands their limitations and is comfortable recognising their mistakes and vulnerabilities. The image from scripture that humans are ‘jars of clay’ resonates deeply in this context. Authority in academia is relational, not hierarchical, and it is grounded in the trust of others.

Family and personal networks play an important role in sustaining emotional balance and providing honest feedback. Without this grounding, leaders can become isolated, overconfident or susceptible to flattery. Humility strengthens resilience and helps leaders remain open to learning, even at the highest levels of responsibility.

No perfect conditions

Successful leadership also entails the ability to evaluate progress, define metrics and act decisively. Projects should not be held back waiting for perfect conditions. The philosophy that ‘the best is the enemy of the good’ reminds us that progress often comes from starting, learning and adjusting along the way. Continuous improvement anchored in thoughtful feedback and a willingness to adapt is more productive than rigid perfectionism.

Leaders should be surrounded by competent advisors who understand the institution’s dynamics and can communicate clearly. Decisions informed by a range of perspectives and grounded in evidence are more likely to succeed and be well received.

Leadership is inherently transitory. One of the key tasks of a university president is to prepare for their own succession. This includes acknowledging the work of predecessors, resisting the temptation to view one’s term as the starting point and enabling future leadership through detailed transitions and honest reflections. Institutions benefit when leadership is understood as part of a long continuum.

It is also important for outgoing leaders to step aside gracefully, avoiding any attempts to retain influence beyond their term. Planning personal projects, including sabbaticals or new intellectual pursuits, helps leaders reintegrate into academic life and maintain a sense of purpose. Such transitions should be embraced, not feared. They allow for renewal, reflection and continued service in new ways.

Succession is not just a process; it is a mindset. Preparing the next generation of leaders, identifying young talent and creating space for new ideas are among the most enduring contributions a university president can make. Leadership must be a shared, evolving capacity within the institution.

Leadership legacy

The most significant legacy of a university leader is ultimately determined by the strength of the institution and the vitality of its community.

This includes faculty and staff who support the core mission, students who embody its future, and alumni and external stakeholders who continue to engage with its values. Thus, the role of the leader is to serve the community, enabling its growth, defending its autonomy and embodying its aspirations.

The reflections offered here are shaped by personal experience, by moments of difficulty and joy, failure and success, solitude and solidarity. They are offered not as a definitive guide, but rather as a contribution to the ongoing dialogue about how leadership can sustain and renew higher education.

At a time of profound change and complexity, the need for thoughtful, ethical and courageous leadership has never been greater.

Ignacio Sánchez MD is former president and full professor of the Pontificia Universidad Católica de Chile in Santiago, Chile.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.