The shadow of authority: a thematic exploration of tyrannical leadership among research scholars through the lens of Gioia methodology

<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>This paper aims to describe the phenomenon of tyrannical leadership in the academic setting, emphasizing the research scholars. It seeks to understand how research scholars experience and perceive tyrannical leadership, its effects on their scholarly output and well-being, and coping strategies.</jats:p> </jats:sec> <jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>This study uses a qualitative interpretive phenomenological approach, utilizing the Gioia methodology to explore the experiences of research scholars under tyrannical leadership. Data was collected through semi-structured interviews with 14 research scholars from various disciplines who have experienced tyrannical leadership. The conservation of resources (COR) theory served as the theoretical framework for analysis.</jats:p> </jats:sec> <jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>This study reveals four key dimensions of tyrannical leadership in academia: manifestations of tyrannical leadership, consequences on scholars, institutional and personal responses, and impacts on the future academic landscape. The main issues were stress and social isolation, decreased performance and study results, and potential effects on future employment opportunities. Lack of institutional support and the cultivation of individual ways of dealing with stress were also mentioned.</jats:p> </jats:sec> <jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>This study provides original insights into how tyrannical leadership impacts doctoral students’ academic performance, well-being and coping strategies, addressing a significant gap in both leadership and higher education research. It extends the application of COR theory to educational contexts and offers insights that can inform policy changes and improve support systems for early-career researchers in higher education.</jats:p> </jats:sec>