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'Abuse of Power Comes as No Surprise'? Sensemaking around Power-Abusive Behaviour in Creative Higher Education--A Qualitative Analysis

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Title: 'Abuse of Power Comes as No Surprise'? Sensemaking around Power-Abusive Behaviour in Creative Higher Education--A Qualitative Analysis
Language: English
Authors: Marina Fischer (ORCID 0009-0000-0318-6232), Susanne Veit (ORCID 0000-0002-9611-1105), Pichit Buspavanich (ORCID 0000-0002-4545-2575), Gertraud Stadler (ORCID 0000-0002-1935-8200)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, College Students, College Faculty, Stakeholders, Power Structure, Interpersonal Relationship, Antisocial Behavior, Ethics
Geographic Terms: Germany, Austria
DOI: 10.1111/ejed.70574
ISSN: 0141-8211
1465-3435
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507269
Database: ERIC
FullText Text:
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  Data: 'Abuse of Power Comes as No Surprise'? Sensemaking around Power-Abusive Behaviour in Creative Higher Education--A Qualitative Analysis
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  Data: <searchLink fieldCode="AR" term="%22Marina+Fischer%22">Marina Fischer</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-0318-6232">0009-0000-0318-6232</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susanne+Veit%22">Susanne Veit</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9611-1105">0000-0002-9611-1105</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pichit+Buspavanich%22">Pichit Buspavanich</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4545-2575">0000-0002-4545-2575</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gertraud+Stadler%22">Gertraud Stadler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1935-8200">0000-0002-1935-8200</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 17
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Antisocial+Behavior%22">Antisocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink>
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  Data: 10.1111/ejed.70574
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  Data: 0141-8211<br />1465-3435
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  Label: Abstract
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  Data: 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.
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