The purpose of this study was to conduct a theoretical review of ontological leadership in institutions of higher learning. The study examined how the concept of “being” can deepen understanding of leadership beyond conventional approaches that focus on behavior, influence, style, structure, or performance.The study adopted a theoretical review methodology based on the analysis of secondary data including peer-reviewed journals. It reviewed existing scholarly literature on ontological leadership and leadership in institutions of higher learning to develop a deeper understanding of how the concept of “being” can inform university leadership. The literature was examined thematically by identifying recurring ontological leadership distinctions.The study found that ontological leadership offers a deeper way of understanding leadership in institutions of higher learning because it shifts attention from what leaders do to who leaders are, and how their being shapes institutional life. The study further found that Heidegger’s Ontology of Being and Time provides a strong philosophical foundation for ontological leadership. The discussion therefore concluded that a coherent ontological leadership framework is needed to integrate these strengths while addressing their limitations. The study proposes that institutions of higher learning may need to adopt ontological leadership as a complementary framework for strengthening university leadership. The study also recommends that leadership development programmes in universities should include ontological dimensions such as reflective practice, ethical grounding, dialogical engagement, emotional intelligence, and intentional change. Future studies should develop measurable indicators for ontological leadership and test its relationship with university performance, institutional culture, trust, innovation, and stakeholder engagement.