Between Overload and Abuse of Power: Why Healthy Academia Needs Healthy Professors

The debate about abuse of power at German universities flares up time and again—most recently through reports in international journals (Gewin, 2025). These discussions usually focus on the individual misconduct of professors. Too rarely is the question raised of whether and how professors themselves are also products of a system that shapes them, puts them under pressure, and often simply neglects them.

Many people imagine professors as independent, confident individuals with lots of freedom and influence. But the reality is often quite different: between grant proposals, committee meetings, overcrowded lectures, and endless administrative tasks, there’s barely any time to breathe. Expectations are rising, resources are dwindling, and there’s hardly any space left for self-reflection or asking for help when things become too much.

Let me be clear: abuse of power is never excusable. But it’s worth taking a closer look at how overload, isolation, and lack of support can lead people into toxic patterns—often without intending to.

This article explores:

• how working conditions for professors in Germany have changed in recent decades,
• what psychological consequences this can have,
• and what support structures exist—both inside and outside the system.

One thing is clear: real solutions can only come through systemic change—without it, any improvement remains patchwork. Still, individuals can make a difference—especially by taking care of their own well-being and seeking help before burnout leads to toxic behaviors.

Structural Change: How the German System Puts Professors Under Pressure

Over the past decades, reforms such as the Bologna Process and the Excellence Initiative have fundamentally changed working conditions at German universities—often to the detriment of professors. The Bologna Process (from 1999) brought modularization, more exams, and significantly increased administrative workloads for teaching staff (Teichler et. al, 2012).

The Excellence Initiative (from 2006) intensified competition for grants and publications, while teaching was often sidelined. The pressure to be internationally visible and constantly acquire new funding has become a permanent burden for many professors (Münch, 2015). At the same time, student numbers rose, and resources became scarce, worsening staff-to-student ratios.

Additionally, high turnover among mid-level academic staff—mainly due to the fixed-term contracts under the WissZeitVG (German Academic Fixed-Term Contract Act)—leads to the loss of well-established routines and valuable know-how. This undermines continuity in research and teaching. For professors, this means more onboarding, less support, and an increasing risk of overload and isolation (Kreckel, 2017).

Psychological Effects: Chronic Stress, Exhaustion – and the Path to Toxic Patterns

The rising demands and constant pressure in academia lead many professors to experience chronic stress, exhaustion, and a higher risk of burnout (Forschung & Lehre, 2022; HoF, 2021). Common symptoms include sleep problems, lack of motivation, psychosomatic issues, and growing detachment from their work.

Under such conditions, the risk of developing toxic behavior or abusing power also increases. Those who are permanently overburdened and unsupported may start to lead in authoritarian ways, lose empathy, overwork staff, or shift responsibility—all the way to overt abuse of power, as repeatedly documented in recent years at German universities and research institutions (GEW Berlin, 2025; Spiegel, 2023). Academic structures—rigid hierarchies, precarious contracts, and extreme dependencies—further enable these dynamics (GEW Berlin, 2025; Winkler, 2023).

This creates a vicious cycle: overload and isolation encourage toxic behaviors, which in turn harm the working climate and the well-being of everyone involved.

Paths to Support: What Professors Can Do

As long as structural reforms move slowly, the question remains: how can professors cope with these burdens in everyday life and avoid falling into toxic patterns themselves? While systemic solutions are essential, there are individual strategies to protect oneself and strengthen well-being.

Many universities now offer internal support services such as supervision, coaching, or psychosocial counseling. External coaches and supervisors can help reflect on one’s role, address conflicts constructively, and gain new perspectives. Research shows that such offerings can not only reduce burnout risk but also improve leadership skills and the overall work environment (HoF, 2021).

Peer exchange—through networks, regular collegial consultations, or support groups—can also provide relief and foster new solutions. Those who recognize early warning signs, take personal limits seriously, and seek support are protecting not only themselves but also contributing to a healthier academic culture.

Key self-care strategies include:

• Seeking professional support through coaching or supervision
• Recognizing and clearly communicating personal limits
• Consciously shaping workflows (e.g., through prioritization and delegation)
• Connecting and exchanging with peers
• Using resources for stress management and resilience-building

These strategies are no substitute for structural reforms—but they can help make the current system more bearable and reflective in the meantime.

Conclusion: Between System and Self-Care

The challenges professors face at German universities today are primarily the result of systemic failures. Without fundamental reform—such as better supervision ratios, more permanent mid-level positions, and relief from administrative burdens—work overload and the risk of abuse of power will persist.

Still, it remains crucial for individuals to take responsibility for their own well-being. Those who pay attention to warning signs, seek support, and speak openly about stress not only protect themselves but also set an example for a healthier academic culture. Self-care, coaching, and peer support are not signs of weakness—they are marks of professionalism and integrity.

Lasting change can only happen when systemic reform and individual self-care go hand in hand. As long as structures foster toxic dynamics, every individual effort will feel like a fight against windmills. But those who take care of themselves and seek support send a clear message: health, respect, and good leadership are not luxuries—they are prerequisites for true academic excellence. Science doesn’t just need brilliant minds—it needs healthy ones. And people who are willing to stand up for better conditions: for themselves, and for those who come after them.

Sources (13.05.2025):

Teichler, Ulrich; Briedis, Kolja; Brandenburg, Ulrich; Kehm, Barbara M.; Krücken, Georg; Metzger, Christoph; Rehn, Tanja; Schaeper, Hildegard; Schulmeister, Rolf; Ziegele, Frank (Hrsg.) (2012): Der Bologna-Prozess aus Sicht der Hochschulforschung. Analysen und Impulse für die Praxis. CHE Arbeitspapier Nr. 148, Gütersloh: Centrum für Hochschulentwicklung.
https://www.che.de/wp-content/uploads/upload/CHE_AP_148_Bologna_Prozess_aus_Sicht_der_Hochschulforschung.pdf

Forschung & Lehre (2025): Burnout an Hochschulen.
https://www.forschung-und-lehre.de/karriere/burnout-an-hochschulen-6874 

HoF – Institut für Hochschulforschung (2021): Burnout-Prävention bei Professor/innen.
https://www.hof.uni-halle.de/journal/texte/17_2/Jackenkroll_Scherm.pdf 

GEW Berlin (2025): Machtmissbrauch in der Wissenschaft.
https://www.gew-berlin.de/aktuelles/detailseite/erst-brodelte-es-im-netz-und-dann-im-hoersaal 

Gewin, V. (2025). Can Germany rein in its academic bullying problem? Nature, 641(8062), 545–547. https://www.nature.com/articles/d41586-025-01207-8

Kreckel, R. (2016): Zur Lage des wissenschaftlichen Nachwuchses an Universitäten.
https://www.bzh.bayern.de/fileadmin/news_import/1-2-2016-Kreckel.pdf 

Münch, R. (2015): Akademischer Kapitalismus. Zur politischen Ökonomie der Hochschulreform.
https://www.pedocs.de/volltexte/2024/28968/pdf/Muench_2024_Alle_Macht_dem_Praesidium.pdf

Spiegel (2023): Machtmissbrauch an Hochschulen: Dutzende Professoren fordern Lösungen.
https://www.spiegel.de/panorama/bildung/machtmissbrauch-an-hochschulen-dutzende-professorinnen-und-professoren-fordern-von-bildungsministerin-stark-watzinger-loesungen-a-5e8f9fcb-f7e2-43a6-a004-a6f52f01fd44 

ver.di (2023): Profs gegen Machtmissbrauch.
https://gesundheit-soziales-bildung.verdi.de/mein-arbeitsplatz/hochschulen/++co++be78bd60-068c-11ee-8276-001a4a160100 

Winkler, Martina (2023): Professor*innen gegen Machtmissbrauch an Universitäten. In: Zeitgeschichte-online.
https://zeitgeschichte-online.de/themen/professorinnen-gegen-machtmissbrauch-universitaeten

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