Ethical leadership and universities of Pakistan

Ethical leadership, a concept that initially emerged from industry, has been usefully applied in educational leadership. In universities, it encompasses the values of society such as honesty, transparency, equity, fairness, respect for diversity, adherence to laws and non-coercive behaviour. Despite this, Pakistani universities are far from democratic institutions, as decision-making is often centralised, with limited engagement from students and faculty.

Ethical leadership in universities includes adherence to professional standards and principles for public life. However, defining ethical leadership is a complex process, influenced by changing societal trends and leadership styles. Current trends favour shared leadership and empowerment over directive or coercive leadership. Comparing ethical leadership to toxic leadership helps institutions define their own ethical standards, although it is essential to avoid unethical relativism.

Key thinkers in ethical leadership emphasised important principles. Thomas J Sergiovanni (Professor of Education at Trinity University) highlighted the need for leaders to prioritise moral values, build trust and foster a sense of community. Michael Fullan (Educational Consultant and the former Dean of the Ontario Institute for Studies in Education) stressed leadership that drove reforms through equity, empowerment and student welfare. Joseph Murphy (1898-1981; an Irish author) focused on addressing systemic inequalities and advocating for marginalised groups while Andy Hargreaves (Research Professor at Boston College) emphasised collaboration and sustainability in leadership decisions. John West-Burnham (1947-2022; Professor of Educational Leadership at St Mary's University College) called for leaders to lead by example with integrity, fostering a culture of empathy, respect and social responsibility. Lastly, Christopher Day (Professor at the University of Nottingham) underscored the role of ethical leadership in improving teaching and learning standards, advocating for a supportive and inclusive academic environment.

Ethical leadership in Pakistani universities centres on key principles essential for a just and effective academic environment. Leaders must be driven by a strong moral purpose, focusing on holistic student development, quality education and the broader academic community's interests. Integrity and honesty are foundational, requiring leaders to model ethical behaviour consistently and set a positive example. A commitment to equity and social justice is crucial, addressing disparities in education and ensuring inclusivity and equal opportunities, especially for marginalised groups. Collaboration and trust are emphasised, with leaders engaging faculty, staff and students in open dialogue and shared decision-making to build a supportive community. Sustainability is important, with a focus on long-term solutions and enduring reforms rather than short-term fixes. Accountability is vital for upholding ethical standards and maintaining transparency, fostering trust within the institution. Empowering faculty and students to actively participate in decision-making is critical, promoting a culture of shared leadership. Lastly, continuous professional development is essential, with leaders prioritising growth and improvement to enhance the institution's overall quality and effectiveness.

Pakistani universities face significant challenges in maintaining ethical leadership due to resource constraints, political interference and a focus on achieving targets that may compromise academic integrity. These challenges often lead to ethical dilemmas, such as prioritising short-term gains over long-term development or unequal resource distribution.

Ethical leadership in Pakistani universities is essential for fostering a culture of transparency, equity and respect. While challenges abound, leaders who prioritise moral values, collaborative decision-making and long-term sustainability can create positive academic environments that benefit both students and faculty. Addressing ethical lapses requires a concerted effort from university leadership, policymakers and the broader academic community, working together to uphold the highest ethical standards in higher education.