Imposter Syndrome and Genuine Imposterism in Academic Leadership Contexts

Abstract

Imposter syndrome (IS) and genuine imposterism (GI) represent two important phenomena that are relevant in the context of academic leadership but have to date remained under-theorised. Both phenomena may be dependent upon country- or context-specific characteristics of higher education and associated with negative aspects of leadership (e.g., toxic or destructive leadership). Based upon a literature review, this paper conceptualises the phenomena both through their associations with one another and their associations with academic leadership behaviour. Through this conceptual perspective, the paper discusses incentives for the emergence of the phenomena in Scandinavian and German higher education. Thereby, it enables theoretical points of departure for both researchers and practitioners to understand the nature and scope of IS and GI with leadership in higher education and beyond, and it lays the foundation for future empirical research.