This study explores university leaders’ perceptions of collaborating with critical-thinking subordinates to address institutional challenges in Tanzanian higher education, grounded in collegial theory. The study adopted an interpretive phenomenological analysis design; data were collected through semi-structured interviews with two university principals and focus group discussions with 12 senior lecturers. Findings reveal interconnected barriers including preference for compliance, perceived threats from competence, discomfort with dissent, and leadership gaps that limit collegial engagement with analytical subordinates and perpetuate unresolved institutional challenges. The study suggests emotional intelligence training, and inclusive practices, to strengthen institutional effectiveness in African higher education.
Amina A. Juma (Fri,) studied this question.