Aim/Objective: Leadership plays a crucial role in academia, encompassing service roles, teaching, and research. The COVID-19 pandemic led to a significant loss of leadership at many universities. Consequently, newer (‘young’) academics are stepping up to fill these roles. However, being young in academia can be viewed negatively, and young academics are not always supported in moving into leadership positions. This study aimed to understand the perceptions, facilitators and barriers of being a young leader in academia and what impact these have.
Methods: An integrative review of the literature was conducted following the methodological approach outlined by Whittemore and Knafl (2005). The databases searched included Medline, Scopus, Informit, Web of Science, and the Cumulative Index of Nursing and Allied Health Literature (CINAHL). The search yielded 675 references, and six studies were included in this review.
Results: Three key themes were identified: Perceptions, facilitators, and barriers. Perceptions of academic leadership described a ‘glass ceiling’ inhibiting career advancement, the role of leadership being lost in translation, and the burdens faced by those in leadership roles. Facilitators for young leaders included organisational flexibility enabling academics to work while balancing other life commitments, opportunities for succession planning due to an aging workforce, and possession or development of skills and qualities beneficial for leadership. Barriers to leadership included time and resource constraints, and navigating bureaucracy and politics in academia.
Conclusion: This review highlights the complex landscape faced by young academics stepping into leadership roles and provides a nuanced understanding of the challenges and opportunities for young leaders in academia. Succession planning and skill development offer pathways for growth; however, negative perceptions and lack of support can hinder progression. Addressing these barriers and changing the narrative around young leadership is essential to foster supportive environments that value the contributions of young academics and ensures the sustainability of academic leadership.