FROM FACILITATION TO DICTATION: HOW DOMINATING ADMINISTRATIVE CONTROL OF UNIVERSITY AUTHORITIES IN DEVELOPING NATIONS UNDERMINES ACADEMIC AUTONOMY, INNOVATION, AND INSTITUTIONAL EXCELLENCE

2025-01-12 2025-01-14 2025-01-16 1/18/2025 12:00:00 AM Pharmaceutical Review 13 2025 Mini-review 16 20 2025 ID N-5730-2015 English Taha Nazir : Academic freedom, higher education governance, administrative dominance, developing nations, innovation, faculty autonomy, leadership ethics, institutional reform.. This review investigates the pervasive rise of administrative authoritarianism in universities across developing nations. The study analyzes how institutional heads—such as deans, chairpersons, and administrators—have shifted from their legitimate facilitative roles to dictatorial control, undermining academic autonomy and innovation. Drawing on historical context, theoretical frameworks, and empirical evidence from UNESCO, OECD, and the Global Observatory on Academic Freedom, it highlights the structural, political, and cultural origins of this dysfunction. Evidence from South Asia, Africa, and the Middle East reveals how bureaucratic dominance degrades academic quality, research freedom, and institutional morale. The review concludes with recommendations to restore shared governance, servant leadership, and respect for academic self determination.