ABSTRACT Power asymmetries shape structures, culture and experiences within higher education, yet remain underexamined in creative disciplines. This study explores how abuse of power is perceived by stakeholders in creative higher education in Germany and Austria—students, equality officers, lecturers and senior professionals—through 16 in‐depth interviews. Using reflexive thematic analysis within a critical realist framework, we identify three core themes: ‘Lecturers' ambiguous position of power’, ‘Structures enabling abuse of power’ and ‘Self‐fulfilling industry narratives’. These themes reflect sometimes conflicting perceptions of abuse of power, captured through a sensemaking lens. Insights are mapped onto a nested ecological model to highlight systemic interdependencies. Our findings highlight how abuse of power undermines inclusive, equitable learning environments. We call for multi‐level institutional strategies to enhance transparency, safeguarding, and accountability. By addressing structural enablers of abuse, this study contributes to policy and academic debates on governance, prevention, and social justice in creative higher education.
Fischer et al. (Mon,) studied this question.