Running head: INTROVERTS IN AN EXTROVERTED WORLD 1

Introverts in An Extroverted World: Rethinking Leadership in Higher Education

Ariel Phillips

Western Carolina University

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Introverts in An Extroverted World: Rethinking Leadership in Higher Education

Introduction

It is a common misconception that leaders of an organization are characterized by their

boundless energy, outgoing, sociable, and overly extroverted personality. This misconception

can be detrimental when considering potential leaders in higher education. Through a review of

relevant literature, this article examines the common misconceptions and strengths of

introversion within higher education, specifically among leadership positions in student affairs.

This literature is used to contextualize introversion and extroversion, and how they fit into the

larger context of higher education. Concerns and implications for student affairs professionals

are addressed, which include overlooking employees for higher-level positions and giving praise

to those who are more extroverted. This article is concluded with a discussion encouraging

student affairs professionals to see the value in their introverted colleagues, reconsider what

leadership looks like, and challenge preconceived ideas about introversion.

Introversion & Extroversion

In higher education and student affairs specifically, the extrovert ideal has been admired

and propagated. It has been documented that characteristics of an effective leader include being

dynamic, charismatic, energetic, persuasive, taking control, speaking up, and possessing the

ability to inspire and motivate employees and colleagues (Bessette, 2014; Cain, 2012; Farrell,

2017; Kello, 2012; Stephens-Craig, Kuofie, & Dool, 2015). It is important, however, to

understand extroversion and introversion, terms first used by Carl Jung in 1921, are personality

traits that are not static but can change over time (Fitch & Van Brunt, 2016). Similarly, someone

who leans toward introversion is not unable to be social, charismatic, or any number of

characteristics typically associated with extroversion. For this reason, it is helpful to view
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extroversion and introversion as a range or spectrum (Fitch & Van Brunt, 2016). Furthermore,

we, as student affairs professionals, must become cognizant of the misconceptions of those who

lean towards introversion, familiarize ourselves with the intersections of personality types, and

understand that these are simply preferences. Therefore, they are malleable, for decision-making,

making sense of the world, or interacting with others (Fitch & Van Brunt, 2016).

Extroversion is one attitude toward reality that is associated with an individual placing

greater emphasis, preference, or objectives on the outer world (Stevens, 1924). Extroverts are

typically viewed as outgoing, action orientated, verbal communicators who are energized by

social interactions with others and experiences. Extroverts are also characterized by their

preference for processing information and thinking through problems in groups (Farrell, 2017).

Another general characteristic of those who lean towards extroversion is the ability to look at the

“big picture” instead of minute details and are quick decision makers (Stephens-Craig et al.,

2015, p. 64). Extroverts in leadership positions are often viewed as being in charge or solving

problems regardless of need. Extroverted leaders are frequently seen as more successful and

possessing the ability to instill confidence in others.

Introversion is the second attitude or preference also described by Carl Jung (1923).

Introversion is associated with the individual placing greater emphasis or preference on the inner

world. Introverts are typically viewed as not being social or outgoing; instead, introverts enjoy

working alone and communicate through writing, reading, and thinking (Stephens-Craig et al.,

2015; Weber, 2014). Individuals who lean towards introversion are also generally characterized

as detail-oriented, cautious, and slow to make decisions, as they must assess and reflect on a

situation or problem before coming to a conclusion (Farrell, 2017). Introverts in leadership

positions are often viewed as lacking ability to give clear directions, do not want to be noticed,
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are hard to read, and have difficulty motivating employees (Stephens-Craig et al., 2015).

Individuals who lean towards introversion often have negative assumptions assigned to them.

Introverts may be viewed as rude, aloof, and not engaged (Bessette, 2014). Other negative

connotations may include “a hesitant, reflective, retiring nature that keeps itself to itself, shrinks

from objects, is always slightly on the defensive and refers to hide behind mistrustful scrutiny”

(as cited in Stevens, 1924, p. 68).

Rethinking Leadership in Higher Education

The negative stigma surrounding introversion and terms such as shyness, powerlessness,

and weakness all contribute to reasons why individuals may not identify as introverted (Bessette,

2014). The stigma and negative perceptions perpetuate the idea that introverts are “prickly,

unapproachable, arrogant,” antisocial, weird, and unable to be successful leaders (Adler and

Jung, 1971, p. 385). Contrary to popular belief that higher education is a field characterized by

extroversion, and thus led by extroverted individuals, there is growing evidence that individuals

with a preference towards introversion belong in higher education, specifically student affairs,

and can make effective leaders (Anita, 2016).

Specific reasons introverts make great leaders include introvert’s prudent nature, learning

by listening, leveraging their quiet nature, demonstrating humility, managing uncertainty, and

being comfortable working alone (Boss, 2015). Interestingly enough, being comfortable working

alone, which is often taken as a negative quality, can be a strength. Leaders in any field will

likely find themselves at some point in their career working alone, and some roles may actually

encourage or require autonomy; therefore, being comfortable in this area would be an asset.

Within higher education and student affairs, introverted leaders can excel through their ability to

focus on and explore topics in depth. Similarly, those who lean towards introversion “thrive on
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making deep connections with a smaller number of people” (Bessette, 2014, p. 2). This

characteristic has the ability to create strong morale, establish good rapport, and working

relationships among employees and colleagues. Student affairs professionals who gravitate

toward introversion have a passion for student success and the ability to create deep and

meaningful relationships, which contributes to them becoming excellent leaders.

Not only do introverted individuals develop deep relationships with employees,

colleagues, or students, they are also natural planners. Weber (2014) discussed a study of

cerebral blood flow and personality. Previous research had been done to examine the difference

between these temperaments or attitudes, but it was less sophisticated. The research, however, by

Dr. Debra Johnson and John Wiebe supported the previous attempts to understand temperaments

and did, in fact, find differences. It was discovered that the introvert brain had increased blood

flow “in the frontal lobes, which controls more cerebral activities like thinking, planning and

remembering” (Weber, 2014, para 3). This strength allows introverts to identify potential

problems and take steps to minimize risk, which can encourage a leader’s trustworthiness among

team members (Anita, 2016). While every individual has strengths and weaknesses, it is

important that higher education acknowledges those who may be silent, or tend to keep to

themselves, for they could be the next great leader a department or division needs.

Discussion

Research has shown that individuals with introverted personality types bring significant

strengths to their career or field. Unfortunately, introverts are often overlooked for awards or

promotions (Bessette, 2014). Practices within higher education and student affairs are often

“designed for extroverts by extroverts” (Bessette, 2014, p. 3). A clear example of this surrounds

job interviews in higher education. A typical on-campus interview may take place over the
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course of a day, or several days. Usually, candidates meet with various departments,

administrators, and even students. The expectations of a “good” candidate may be that they

engage enthusiastically with everyone, maintain a high energy level throughout the day, and

answer questions quickly. While these may be signs to look for in a good candidate, an introvert

may be taking in all of the information presented and gathering their thoughts before responding.

Similarly, listening can often be mistaken as an individual being aloof, or uninterested (Bessette,

2014). Higher education is a very service-oriented field. It is imperative that we, as student

affairs professionals, are listening to students, colleagues, faculty, and staff so that we are

making the best decisions possible.

Leaders in higher education can be extroverted, charismatic, energetic, persuasive,

dynamic, and unafraid to speak up; however, they do not have to be. An effective leader can also

be introverted, analytical, detail-oriented, cautious, and have a quiet disposition. As previously

discussed, extroversion and introversion are personality traits or attitudes by which individuals

make sense of and orient their experiences. Neither is right or wrong, better or worse, and as

student affairs practices inclusivity, acceptance, and diversity within the community, it too

should practice this among leadership positions.

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Resources

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Bessette, L. S. (2014). Consider the strength of introverts in higher ed. Women in Higher

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Boss, J. (2015). 6 Truths on why introverts make great leaders. Entrepreneur. Retrieved from

http://www.entrepreneur.com/article/251177

Cain, S. (2012). Why the world needs introverts: Shy, reserved, unconfident, solitary. The

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Farrell, M. (2017). Leadership reflections: Extrovert and introvert leaders. Journal of Library

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Fitch, P., & Van Brunt, B. (2016). A guide to leadership and management in higher

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Jung, C. G., (1971). General description of types. In H. E. Read, R. F. Hull, & H. G. Baynes,

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Kello, J. (2012). Can introverts take the lead? Industrial Safety & Hygiene News, 46(10), 28-30.

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Stephens-Craig, D., Kuofie, M., & Dool, R. (2015). Perception of introverted leaders by mid to

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Stevens, A. (1994). Jung. Oxford, New York: Oxford Univ. Press

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