BEYOND BUREAUCRATIC AUTHORITY: EXPLORING ACADEMIC LEADERS' JOURNEYS THROUGH MAXWELL'S FIVE LEVELS OF LEADERSHIP IN PAKISTANI HIGHER EDUCATION

Abstract

This study explores how academic leaders in Pakistani higher education institutions perceive and experience leadership through the lens of John C. Maxwell’s Five Levels of Leadership: Position, Permission, Production, People Development, and Pinnacle Leadership. Guided by an interpretivist paradigm and employing a hermeneutic phenomenological design, the research engaged 14 purposively selected academic leaders through semi-structured interviews. Thematic analysis revealed five key themes: leadership as a title versus influence, trust and relational engagement, institutional barriers to progression, mentorship and leader development, and legacy and cultural relevance. The findings highlight a predominant reliance on positional authority (Level 1) and reveal significant structural, cultural, and political obstacles to progress toward higher levels of influence-based leadership. This study underscores the need for intentional leadership development, depoliticized appointments, mentorship systems, and culturally responsive training frameworks to foster transformational academic leadership in Pakistan. This study offers implications for policymakers, institutional leaders, and researchers seeking to elevate leadership practices in higher education through structured and sustainable frameworks.

Keywords: Maxwell’s Five Levels: Academic Leadership, Higher Education, Leadership Development, Pakistan