Universities are often seen as centres of knowledge, intellectual freedom, and innovation.
They are expected to cultivate open-mindedness, collaboration, and mutual respect among staff and students. However, beneath this idealised image lies the reality of workplace dynamics that can sometimes be far less harmonious. One such issue is academic jealousy, which manifests when staff members feel threatened by the achievements, recognition, or opportunities received by their colleagues. This phenomenon, though rarely discussed openly, is prevalent in many institutions of higher learning worldwide. Academic jealousy can disrupt collegial relationships, foster toxic work environments, and hinder both personal and institutional growth. As such, the piece will delve upon this imperative notion, which many academics are experiencing silently, yet not considering it as a hindrance for everlasting professional growth.
ACADEMIC jealousy among university staff stems from a variety of factors. The competitive nature of academia itself is one of the most significant causes. Universities are structured in a way that rewards publications, research funding, teaching awards, promotions, and international recognition.
When one staff member achieves success in these areas, others may perceive it as a threat to their own standing or career prospects. Secondly, limited resources and opportunities also contribute to this notion. Research grants, promotions, sabbaticals, and conference funding are often scarce.
As a result, when a colleague secures a grant or travels abroad to present their work, others may feel envious, interpreting their own exclusion as a sign of professional inadequacy or institutional neglect. The third reason is related to the personality factor. Some individuals may have lower self-esteem or be more sensitive to comparisons, which makes them more prone to feelings of envy. In contrast, staff members who are confident in their academic identity may not perceive others’ success as a threat.
Finally, institutional culture plays a key role too.
Universities that prioritise competition over collaboration, or those that fail to recognise all forms of contribution – such as community engagement and student mentorship — tend to intensify jealousy. When recognition is narrowly defined, staff whose strengths lie outside the rewarded categories may feel marginalised.
Furthermore, as stated above, academic jealousy is rarely expressed openly. Instead, it manifests in subtle, often passive-aggressive behaviours that gradually erode workplace trust.
One common manifestation is the undermining of colleagues’ work.
This may occur when staff members deliberately withhold useful information, discourage students from working with certain lecturers, or question the credibility of a peer’s research.
Another common manifestation is gossip and rumour-spreading. Staff may attempt to diminish the achievements of a colleague by suggesting that their success is undeserved or attained through favouritism rather than merit.
Such behaviours not only tarnish professional reputations, but also create divisions within departments.
Also, exclusion is another tactic.
Jealousy may lead staff to deliberately exclude a colleague from collaborative projects, social circles, or departmental decision-making. This isolation not only harms the targeted individual, but also deprives the institution of valuable input.
In more extreme cases, academic jealousy can escalate into open hostility, ranging from public criticism during meetings to formal complaints made without genuine justification. These actions, while cloaked in professionalism, often carry the underlying motive of discrediting a colleague rather than addressing real issues.
To add on, the consequences of academic jealousy are far-reaching, impacting individuals, departments, and the wider university community.
On a personal level, staff who are the targets of jealousy often experience stress, anxiety, and reduced job satisfaction.
Their creativity and productivity may decline, as they navigate hostility or exclusion from peers.
In some cases, academic jealousy contributes to burnout or even resignation, leading talented staff to leave the institution altogether.
For schools and departments, jealousy fosters division and mistrust.
When staff members view one another as competitors rather than collaborators, the sense of collegiality diminishes.
This undermines teamwork, reduces knowledge-sharing, and weakens the quality of teaching and research.
Students, who benefit from a cohesive academic community, are indirectly affected when staff rivalry disrupts communication or cooperation.
Additionally, academic jealousy does not affect all staff equally; gender dynamics often influence its patterns.
In many universities, women and minority groups face systemic barriers to recognition and advancement.
When they achieve success, it may trigger jealousy more sharply among colleagues who view them as challenging traditional hierarchies.
For instance, a female academic who wins a prestigious grant may face resentment from male colleagues who feel threatened by her visibility.
Similarly, younger academics, who rise quickly in their careers attract jealousy from older staff, who perceive their own contributions as overlooked.
When a colleague of mine had recently join the institution started publishing in academic journal his research papers, those who had been at the institution for over two decades were quick to speak ill of him.
He was even intimidated because he was much younger than the existing staff — his newspapers articles were torn multiple times from the university notice board. These dynamics show that academic jealousy often intersects with broader issues of inequality, hierarchy, and power within the universities.
So, the question is, how can academics avoid academic jealousy?
Addressing academic jealousy requires a combination of institutional policies, leadership practices, and personal coping strategies.
Universities must first recognise that jealousy is not merely a personal weakness, but a systemic issue arising from structures of competition and scarcity.
Institutions should encourage teamwork in research and teaching rather than rewarding only individual achievements.
Collaborative grants, co-teaching opportunities, and interdisciplinary projects can foster collective success. Clear criteria for promotions, awards, and funding reduce the perception of favouritism.
Moreover, when staff understand how decisions are made, jealousy is less likely to thrive.
Universities should broaden their definition of merit to include contributions such as student mentorship, community service, and administrative leadership. Recognising diverse forms of achievement helps staff feel valued. Department heads and deans play a crucial role in setting the tone of workplace culture. On an individual level, staff can manage jealousy by focusing on their own growth rather than constant comparison.
Mentorship and peer support networks can also help academics navigate competitive environments.
Though academic jealousy is often hidden, examples can be observed in many contexts. For instance, consider a lecturer who publishes a groundbreaking article in an international journal. Instead of celebrating, some colleagues may attempt to discredit the work, claiming it is too narrow or irrelevant.
Another case might involve a staff member who secures an international fellowship. Rather than seeing this as an opportunity for institutional prestige, jealous colleagues may spread rumours that the fellowship was obtained through favouritism.
Such scenarios highlight how jealousy shifts the focus from collective institutional advancement to personal rivalries, undermining the very mission of the university.
Another colleague expressed their dismay when they were interviewed and belittle for publishing creative works by a panel member who cited that he had not published for his students.
This is applauding because as university lecturers you are expected to publish research papers, which are intended for the students and creative work is for a wider audience.
On the whole, academic jealousy among university staff is an underexplored yet significant issue that threatens the culture and productivity of higher education institutions.
Rooted in competition, scarcity of resources, and institutional structures, jealousy manifests in subtle, but harmful behaviours such as gossip, exclusion, and professional undermining.
The consequences ripple outward, affecting individuals, departments, students, and the institution as a whole.
Addressing this issue requires systemic solutions: fostering collaboration, ensuring transparency, recognising diverse achievements, and training leaders to manage conflicts fairly.
Equally important is the cultivation of personal resilience among staff, encouraging academics to view colleagues’ success as an opportunity for shared growth rather than competition.
Ultimately, universities must strive to embody the ideals they promote — knowledge sharing, mutual respect, and the pursuit of excellence.
Only by addressing the quiet, but corrosive problem of academic jealousy can higher education truly fulfil its mission of advancing knowledge and serving society.
