The potential of academic institutions to contribute to processes of positive social change is strengthened through an awareness and challenging of existing power relations. This article suggests that a failure by such institutions to face and address perceptions and dynamics of power results in asymmetrical power relations, adversarial behaviour and stress and conflict, all of which constrain potential for positive change. By conceptualising power, and using tools such as institutional and individual reflexivity, participatory methodologies and language awareness, this situation may be reversed. Through reference to case studies and evidence from an international dialogue on learning and teaching for transformation, the article emphasises the need for universities to change themselves in order to support wider change processes effectively.