ACADEMIC jealousy, a deep-seated issue within South African universities, threatens the ethical integrity and progress of higher education institutions, researchers at the Central University of Technology (CUT) have warned.
Their study underscores the critical need for ethical leadership to curb the growing trend of academic sabotage and professional envy.
Professor Pakiso Moses Makhoahle, senior lecturer in health sciences, Dr Tshepo Teele, postdoctoral researcher, and Dr Zenzile Khetsha, senior lecturer in agriculture, argue that higher education institutions shape the fabric of society and must instil strong ethical values in future leaders.
However, academic jealousy – manifested through acts of undermining, professional sabotage, and exclusion – poses a severe threat to these institutions’ integrity and ability to foster innovation.
“Aspiring and experienced academics become reluctant to join institutions where academic jealousy is prevalent. Those already in the system undergo a ‘zombification’ process, turning a blind eye to injustices to secure their positions,” the CUT researchers stated.
“Students who experience such environments often vow never to recommend or enrol their children in these institutions.”
The study, which utilised a scoping review approach, analysed global ethical leadership principles and cognitive distortion variables that contribute to academic envy.
The findings reveal that academic jealousy is not limited to faculty members but also extends to students at both undergraduate and postgraduate levels.
This can lead to blocked access to academic resources, sabotaged research and professional exclusion.
One anonymised case highlighted in the research details how a postgraduate student, after parting ways with a supervisor, found it impossible to secure a new mentor.
The previous supervisor reportedly told the student that academia is a “small world”, implying intentional obstruction of the student’s progress.
Another case involved a lecturer forced to leave a traditional university after voicing concerns about policies that, in their view, failed to uplift marginalised communities.
“Legal threats and institutional pushback led to their departure,” the researchers noted.
According to the researchers, early-career academics and postgraduate students are particularly vulnerable to academic jealousy.
“Mentors may withhold crucial guidance, exclude them from collaborative projects, or create hostile environments, leading to diminished confidence and premature exits from academia,” they explained.
Institutional culture plays a significant role in either enabling or curbing academic jealousy.
“Environments that prioritise competition over collaboration fuel jealousy,” the researchers observed.
Conversely, institutions that champion transparency and collective achievements foster respect and reduce tensions.”
They also pointed to cases where academic mobbing and sabotage, sometimes racially motivated, have been ignored or concealed within institutions.
One of the major contributors to this crisis, the study found, is the lack of strong ethical leadership.
“Weak leadership fails to address toxic behaviours, normalising jealousy-driven actions and eroding institutional integrity,” the researchers warned.
They argue that elements of power, dominance and control embedded in the unchallenged remnants of colonial and apartheid-era systems continue to shape the landscape of higher education, even within previously disadvantaged groups.
To combat this issue, the researchers advocate for the implementation of a strict code of conduct within universities.
Key recommendations include:
- Transparency: clear guidelines for promotions, research funding, and awards to prevent favouritism.
- Accountability: establishing mechanisms for reporting and addressing unethical behaviour.
- Mentorship protocols: formalised mentorship structures to support early-career academics and students.
- Conflict resolution: accessible and impartial processes to resolve academic disputes.
- Recognition of collaboration: rewarding team efforts alongside individual achievements.
Additionally, the study calls for ethical leadership training programmes led by higher education leadership and management to instil integrity, fairness and empathy among academic leaders.
“While resistance to change, resource constraints and leadership commitment remain challenges, continuous evaluation and stakeholder engagement will be key to overcoming them,” the researchers emphasised.
Drawing from international best practices, the study suggests that South African universities should implement mentorship frameworks, transparent promotion criteria and peer recognition systems.
“Mandatory ethics training, anonymous peer reviews and institutional awards for collaborative efforts are some of the measures that can be adapted locally,” the researchers advised.
Failure to address academic jealousy, they warn, could have dire consequences.
“If left unchecked, institutions of higher learning will be seen as oppressive structures, fostering calls for their dismantling,” they said.
“The continued dominance of unchecked power dynamics will only lead to further discontent and potential disruptions within academia.”
The findings serve as a wake-up call for South African universities to take decisive action in fostering ethical leadership, protecting academic integrity and ensuring that higher education remains a space of innovation and knowledge-sharing rather than professional rivalry and sabotage. – Staff Reporter