Academic literature on the topic 'Development leadership – Africa'
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Journal articles on the topic "Development leadership – Africa"
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Gumede, Vusi. "Leadership for Africa’s Development." Journal of Black Studies 48, no. 1 (November 21, 2016): 74–90. http://dx.doi.org/10.1177/0021934716678392.
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The African continent remains at the periphery in world affairs, as many have argued. Similarly, many scholars have advanced cogent reasons for this unfortunate reality. The development of the continent is also unimpressive, relative to the potential of the African economies. It is therefore important that Africa pursues its own socioeconomic development approach instead of what appears to be inappropriate policies that are being implemented in most if not all African countries, as argued elsewhere. This article makes a case for African (traditional/indigenous) leadership and examines political leadership in particular with the view of ensuring that Africa reclaims its lost glory and recovers its stolen legacy (to paraphrase George James). The article argues that African leadership should be infused with thought leadership, thought liberation, and critical consciousness. And critical consciousness and thought liberation should be linked to decolonizing the minds of Africans, as Ngũgĩ wa Thiong’o and others have argued.
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Bush, Tony. "Educational leadership and leadership development in Africa." Educational Management Administration & Leadership 42, no. 6 (November 2014): 787–91. http://dx.doi.org/10.1177/1741143214549135.
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Michaud, James, Elena Lvina, Bella L. Galperin, Terri R. Lituchy, Betty Jane Punnett, Ali Taleb, Clive Mukanzi, et al. "Development and validation of the Leadership Effectiveness in Africa and the Diaspora (LEAD) scale." International Journal of Cross Cultural Management 20, no. 3 (December 2020): 361–84. http://dx.doi.org/10.1177/1470595820973438.
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This article contributes to the literature on cross-cultural leadership by describing the development and validation of the Leadership Effectiveness in Africa and the Diaspora (LEAD) Scale. The LEAD Scale is a culturally sensitive measure of leadership effectiveness in the understudied settings of Africa and the African diaspora. A combination of methods and four studies using samples from Africa and the African diaspora based in Canada, the USA, and the Caribbean were used to develop the measure. Using the grounded theory approach and the Delphi technique ( n = 192), followed by a set of increasingly rigorous tests including exploratory factor analysis ( n = 441), confirmatory factor analysis ( n = 116), and a test of measure invariance ( n =1384), we developed and validated a culturally sensitive measure of effective leadership. Our results demonstrate that spirituality, tradition and community-centredness are important and culturally specific components of leadership in Africa and the African diaspora. This paper provides a validated measure of leadership and offers recommendations regarding the use of the measure by managers and researchers working in Africa or with African diaspora.
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Vil-Nkomo, S. "Leadership for development in a globalised environment." Verbum et Ecclesia 23, no. 3 (August 7, 2002): 762–75. http://dx.doi.org/10.4102/ve.v23i3.1240.
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The advancement of Africa and NEPAD depends entirely on the emergence of an African leadership for development. Issues of leadership and operational citizenship are examined and analysed. The article uses Othello to dramatize and analyse the challenges of African leadership. The scramble to save Africa from within and external is presented. The consequences of globalisation are examined. The article demonstrates that NEPAD is not a given for this continent, because certain conditions must be met which are succinctly outlined in the United Nations Millennium Declaration, the Monterrey consensus, and the United Nations Development Programme. The article raises questions of shifting goal posts.
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Iwowo, Vanessa. "Leadership in Africa: rethinking development." Personnel Review 44, no. 3 (April 7, 2015): 408–29. http://dx.doi.org/10.1108/pr-07-2013-0128.
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Dartey-Baah, Kwasi. "Effective leadership and sustainable development in Africa: is there “really” a link?" Journal of Global Responsibility 5, no. 2 (September 2, 2014): 203–18. http://dx.doi.org/10.1108/jgr-03-2014-0014.
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Purpose – The paper aims to review the concept of leadership as practiced in the West and in Africa, and goes on to establish the link between these two approaches and sustainable development in Africa. It does this with the view of assessing their implications for the attainment of sustainable development on the continent through a developed leadership–impact–effect conceptual model. Design/methodology/approach – In seeking to achieve its purpose, the paper uses a literature review approach to assess the leadership orientation in the West (particularly in relation to effective leadership) as against the studied leadership situation prevalent in the African continent to find out their impact on development (sustainable). Findings – Findings from the paper reveal a great disparity between the leadership situation in the African continent and the attainment of sustainable development. It also affirms a link between effective leadership approaches, like the transformational leadership approach, and the attainment of sustainable development. Practical implications – Based on the findings, it is recommended that African leaders resort to effective leadership styles, with a great emphasis on the transformational style, which integrate creativity, vision and participation, as it attempts to create sustainable development for the citizenry in the continent. Originality/value – The paper demonstrated the relevance of effective leadership in ensuring sustainable development in Africa and as a tool for achieving economic growth and development.
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James, Rick. "Leadership development inside-out in Africa." Nonprofit Management and Leadership 18, no. 3 (2008): 359–75. http://dx.doi.org/10.1002/nml.190.
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Scott, G. "Who Has Failed Africa?: IMF Measures or the African Leadership?" Journal of Asian and African Studies 33, no. 3 (January 1, 1998): 265–74. http://dx.doi.org/10.1177/002190969803300303.
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Chukwu, James C., and Chinelo Chizoba Anachunam. "Security challenges and leadership in Africa, 1960-2019." UJAH: Unizik Journal of Arts and Humanities 20, no. 3 (October 30, 2020): 272–93. http://dx.doi.org/10.4314/ujah.v20i3.15.
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There is need to develop a new approach towards understanding behind the prevailing level of insecurity in Africa. The continent is in the grip of various destructive forces that are coalescing to give it a failed – status toga. The current state of insecurity in most African countries is a manifestation of deep-rooted and structurally entrenched crisis of development that creates the environment for the emergence of conditions of poverty, unemployment, and inequality in those countries. These in turn, lead to frustration, alienation and, ultimately, social discontent that spark violence and insecurity. Without the enabling environment, these conditions could not have metamorphosed into serious national security problem threatening to tear the countries apart. Although Africa may appear to be failing, the trends leading to this situation are reversible, if seriously proactive and sustained measures could be adopted by African leaders. Policymakers have the duty to arrest this drift through social justice and development. It is on this backdrop that this paper examines this core issues on security challenges and leadership in Africa. The work also highlighted the linkage between development and security in Africa. The work also adopted secondary sources of data such as books, journal articles, newspapers and internet sources. Also used was the historical approach in its analysis. Reports obtained from these sources formed the bulk of this Research’s tool of assessment.
Keywords: Security, Challenges, Leadership, Development, Africa
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Seale, Oliver, Patrick Fish, and Birgit Schreiber. "Enabling and empowering women in leadership in South African universities – Assessing needs and designing a response." Management in Education 35, no. 3 (January 5, 2021): 136–45. http://dx.doi.org/10.1177/0892020620981951.
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Gender equity and women’s access to senior leadership and management positions in universities are a major challenge not only in South Africa but on the African continent, too. For women to take up senior leadership roles more potently, it is essential that they not only cope with and compete in patriarchal systems but more so, are equipped to change patriarchal hegemony and shift the management discourse and culture to a pluralistic leadership culture where transformational leadership becomes the norm and praxis. This paper examines a needs analysis for leadership and professional development competencies of women in senior leadership positions in South African higher education and presents the discussion on these findings, based on the data collected from 74 participants. The conclusion reveals the participants’ enthusiasm for personal leadership development as well as their readiness for impacting their leadership contexts. These findings, in turn, shape the content development of the Women in Leadership programme, designed by Higher Education Leadership and Management under the auspices of Universities South Africa.
Dissertations / Theses on the topic "Development leadership – Africa"
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Zuzile, Zikhona Siviwe. "Improving leadership development in the Eastern Cape Treasury: a succession planning and leadership development study." Thesis, Nelson Mandela University, 2018. http://hdl.handle.net/10948/19575.
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Leadership development is very important in business and much is often said about ‘growing’ leaders in business organisations. Leadership development cannot be achieved in one training course or programme, but should rather be an everyday practice of existing leaders. Leader development concentrates on individual leader development, enrichment or attainment of within-person competence while leadership development concentrates on relational development. This paper addresses and outlines how an all-inclusive method to leadership development and succession planning is needed for the employees of the Eastern Cape Treasury. It also looks at the willingness of the existing leadership in government to coach and mentor the youth of today to take on a leadership role when the current leaders exit the market. The head office in Bhisho for the Eastern Cape Treasury has 390 employees and in total, when combined with district offices around the Eastern Cape, there are 454. The questionnaire was sent out to 80 employees and 55 of those were filled and returned to the researcher. The targeted employees were those in the following positions: Administrative Officer, Assistant Director, Deputy Director, Director and Chief Director. The empirical results though showed that Autocratic Leadership and Satisfaction with Compensation Package had no correlation with Leadership development, whereas Organisational Culture, Senior Management Support and Participative Leadership Style showed positive correlation with Leadership development success. Implementing the recommendations might help with improving leadership development in the Provincial Treasury.
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Andrews, Rushda Ruth. "Where leaders learn: constructions of leadership and leadership development at Rhodes University." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003903.
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This thesis explores the Where Leaders Learn slogan of Rhodes University. It does this by means of an analysis of discourses constructing leadership and leadership development within the institutional context. The discourse analysis was made possible as a result of interviews with a range of people involved in leadership and leadership development at the University. The analysis revealed that leadership development is constructed as taking place within a highly structured system that enables instructional and managerial leadership but constrains transformational leadership. The discourses that give meaning and understanding to the construct of leadership draw heavily on position within a hierarchy. The discourse of functional efficiency is enabled through practices related to reward, recognition, succession planning and mentorship which all serve to replicate the existing leadership structures creating more of the same and in essence stifling the potential for emancipatory leadership. The analysis also shows that a discourse of collegiality serves to create a false sense of a common understanding of leadership in the light of evidence of uncertainty and contestation around the meaning of the slogan Where Leaders Learn and, by association, the very construct of leadership. The discursive process of understanding leadership and developing an institutional theory for the purposes of infusing this into a curriculum poses many challenges. Barriers to new ways of thinking reside within the researchers' ontological and epistemological commitments. This amplifies the need for a more reflective ontology towards leadership and its consequences, especially so in a multidisciplinary environment such as Rhodes University.
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James, Rick. "Exploring OD and leadership development with NGOs in Africa." Thesis, City University London, 2009. http://openaccess.city.ac.uk/12066/.
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The research focuses on NGOs in Africa, a study site previously almost ignored by the literature on OD and leadership development. The research produced a wealth of publications, including peer-refereed articles, monographs, occasional papers and features. The findings resonate with, rather than develop, prevailing thinking in the mainstream management literature (Tannenbaum and Schmidt 1973; Daft and Lengel 1998; Kakabadse and Kakabadse 1999; Quinn 2000; Burnes 2004; Balogun and Hope-Hailey 2008). However, they make an important new contribution to knowledge in the specialist NGO management literature. The message that emerges from the research is that OD and leadership development in NGOs in Africa benefit from being both contextualised and personalised. They need to be contextualised by systematically seeking to understand the local context and culture and adjust the change process accordingly. They need to be personalised by taking into account the personal dimension to both individual and organisational change. The research also makes a contribution to thinking about research methodology by explicitly combining a practice-research engagement. The research was conducted using an 'insider' approach, simultaneously operating as both consultant as well as researcher. This research philosophy, combined with character of the researcher and the length of engagement, built trust with respondents and gave access to sensitive information. It enabled the findings to be quickly and extensively disseminated to a ready audience of practitioners and policy-makers. Though this approach was not without its dangers, it proved sufficiently reflexive, ethical and methodologically rigorous to generate knowledge that was externally validated in peer-refereed academic journals. The practice-research engagement meant that the research did not end with the fieldwork and write-up, but constantly renewed itself with questions for further investigation. To academics, this emphasises the benefit of developing and supporting practitioner led research. To practitioners, it encourages taking an action research, reflexive approach, and documenting experience.
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Ntsike, Austeria Letholetseng. "A NEPAD leadership development strategy : the SADC case." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18606.
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Dissertation (PhD)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: The overall aim of this study is to shape the future of the SADC through the New Partnerships for Africa’s Development leadership development strategy (NEPAD LDS), including a social responsiveness strategy. It proceeds from the premise that leadership development should be based on the values and interests of an institution, because these represent the institution’s position regarding the context within which it exists. This study pursued the following objectives: • To identify leadership needs in the SADC • To suggest a NEPAD-based leadership development strategy that includes a social responsiveness strategy as a response to identified SADC leadership needs The research therefore viewed the future of the SADC through leadership development. The entry point in this process was to establish the character and qualities of the SADC, considering that the continued existence of this region depends on its ability to transform all its systems in a unified pursuit of common goals. The history and natural resources of the region were thus seen to be the most visible measures of its overall health and strategic direction. The process of stakeholder identification and mapping was then pursued, with the view to help the SADC leadership to assess systematically the nature and impact of groups with which the organisation deals. Following the stakeholder analysis, information on the macro-environment of the SADC was gathered because of the impact the external environment has on the SADC. This large body of information was screened systematically. The scanning taxonomy that was developed included five areas: social, technological, environmental, economic and political (STEEP). This specialised taxonomy helped the researcher to focus on issues of greatest concern to the study. The issues that were scanned are discussed relative to their impact on SADC leadership practice. Based on the leadership challenges in the SADC thus identified, planning assumptions were developed, which are best guesses or predictions about key dimensions of the future given the leadership challenges identified. These assumptions are estimates based on the combination of estimating factors/validation points, which are portrayed in the analysis of the macro-environment of the SADC. The probability, the impact, the proximity and the maturity of these assumptions are interpreted by calculating their weighted positive or negative values. Cross-impact analysis of the validation points is used to guide the SADC decision-makers to adopt policies designed to achieve more desirable leadership futures. Here, the connections between validation points impacting on the probability of one another are illustrated. These specified relationships trace out a distinct, plausible and internally consistent future for the SADC leadership. This analysis gives rise to the identification of key validation points/drivers in the SADC from which emerge the key leadership needs of this region. Further needs that emerged were to make the NEPAD the base upon which the leadership development programme is built, and to incorporate social responsiveness strategy. Based on these key leadership needs in the SADC, it is suggested that a NEPADbased leadership development strategy, including a social responsiveness strategy, be developed and implemented. Furthermore, the NEPAD leadership development strategy (NEPAD LDS) should be based on the premise that linking leadership development with a social responsiveness strategy is critical not only for the SADC, but for the entire world, because this region is part of the global village. It is suggested that the implementation strategy should enable participants to translate the NEPAD LDS into action and to see leadership development and a social responsiveness strategy as key mechanisms for doing so. This study attempts to avoid the worn-out remedies of the past and uses a holistic approach called Common Sense Management, which entails market research, directionsetting, strategy development, implementing strategies and outcome assessment. The findings and the conclusions for this study are organised around the research questions that were the basis of motivation for this study.
AFRIKAANSE OPSOMMING: Die oorhoofse doelwit van hierdie studie is om die toekoms van die Suider- Afrikaanse Ontwikkelingsgemeenskap (SAOG) te help bepaal deur middel van die Nuwe Vennootskap vir Afrika se Ontwikkeling (algemeen bekend as NEPAD) se leiderskapsontwikkelingstrategie (LDS), insluitende 'n sosiale deelnemendheidstrategie. Dit gaan uit vanaf die veronderstelling dat leierskapsontwikkeling op die waardes en belange van 'n instelling behoort te berus, omdat hulle die instelling se posisie verteenwoordig rakende die konteks waarbinne dit bestaan. Hierdie studie het die volgende doelwitte nagevolg: • Om leierskapsbehoeftes in SAOG te identifiseer • Om 'n NEPAD-gebaseerde leierskapontwikkelingstrategie voor te stel wat 'n sosiale deelnemendheidstrategie insluit as 'n reaksie op die geïdentifiseerde SAOG leierskapsbehoeftes. Daarom betrag die navorsingstuk die toekoms van SAOG deur die bril van leierskapsontwikkeling. Die vertrekpunt in hierdie proses was om die karakter en hoedanighede van SAOG vas te stel met in agneming dat die volgehoue bestaan van hierdie streek van sy vermoë afhang om al sy stelsels in 'n verenigde nastreef van gemeenskaplike doelwitte te transformeer. Die geskiedenis en natuurlike hulpbronne van die streek is dus gesien as die mees sigbare maatreëls in sy oorhoofse gesondheid- en strategiese rigting. Die proses om belanghebbers te identifiseer en te beskryf, is vervolgens aangepak met die oog op bystand aan die SAOG se leierskap om die aard en impak van groepe waarmee die organisasie te doene het, sistematies te beoordeel. Na afloop van die belanghebbersanalise, is inligting oor SAOG se makro-omgewing versamel vanweë die impak van die eksterne omgewing op SAOG. Hierdie groot hoeveelheid inligting is sistematies verwerk. Die verwerkingsistematiek wat ontwikkel is, sluit vyf gebiede in: sosiaal, tegnologies, omgewing, ekonomies en polities (STOEP). Hierdie gespesialiseerde sistematiek het die navorser in staat gestel om op sake wat van die grootste belang vir die studie is, te konsentreer. Die aangeleenthede wat verwerk is, word bespreek in verhouding met hul impak op SAOG se leierskapspraktyke. Op grond van die leierskapsuitdagings in SAOG wat aldus geïdentifiseer is, is beplanningsaannames opgestel wat beste skattings of voorspellings verteenwoordig aangaande sleutelelemente van die toekoms, gegewe die leierskapsuitdagings wat bepaal is. Hierdie aannames word vasgestel op grond van die samestelling van faktore/geldigheidspunte wat in die analise van die makro-omgewing van SAOG voorgestel word. Die waarskynlikheid, die impak, die nabyheid en die rypheid van hierdie aannames word by wyse van die berekening van hul geweegde positiewe of negatiewe waardes geïnterpreteer. 'n Kruisimpakanalise van die geldigheidspunte word gebruik om rigting aan die SAOG besluitnemers te verskaf om hul beleidsrigtings aan te pas om 'n meer gewenste leierskapstoekoms te bewerkstellig. Hier word dan die verbinding tussen die geldigheidspunte uitgebeeld wat 'n invloed op mekaar se onderlinge waarskynlikheid uitoefen. Hierdie aangeduide verhoudings dui 'n duidelike, geloofbare en intern konsekwente toekoms vir die SAOG leierskap aan. Hierdie analise gee aanleiding tot die identifisering van sleutelgeldigheidspunte/aandrywers vir SAOG waaruit die deurslaggewende leierskapsbehoeftes van die streek na vore tree. Verdere behoeftes wat duidelik geword het, was dat NEPAD die basis behoort te verskaf waarop die leierskapsprogram gebou behoort te word, asook om 'n sosiale deelnemendheidstrategie daarby in te begryp. Op grond van hierdie sleutelleierskapsbehoeftes in SAOG, word aan die hand gedoen dat 'n NEPAD-gebaseerde leierskapsontwikkelingstrategie, insluitende 'n sosiale deelnemendheidstrategie, ontwikkel en toegepas word. Verder behoort die NEPAD leierskapontwikkelingstrategie (NEPAD LDS) op die aanname te berus dat 'n aaneenskakeling van leierskapsontwikkeling met 'n sosiale deelnemendheidstrategie krities nie slegs vir SAOG is nie, maar vir die hele wêreld, aangesien hierdie streek deel is van die wêrelddorp. Dit word aanbeveel dat die implementeringstrategie deelnemers behoort in staat te stel om die NEPAD LDS in aksie in om te skakel en om leierskapsontwikkeling en 'n sosiale deelnemendheidstrategie te beskou as sleutelmeganismes in die proses. Hierdie studie poog om die uitgediende redmiddels van die verlede te vermy en om eerder 'n holistiese benadering te gebruik, wat Gesonde Verstandbestuur genoem kan word, wat marknavorsing, rigtingbepaling, strategie-ontwikkeling, die implementering van strategieë en uitkomsgebaseerde assessering insluit. Die bevindings en die gevolgtrekkings in hierdie studie word om die navorsingsvrae gegroepeer wat as motivering vir hierdie studie gedien het.
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Swart, Diederick Bernard. "The development of an innovation leadership questionnaire." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85651.
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Thesis (MComm)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The ability of organisations to be successful in the current global business environment will ultimately be dependent on their ability to be innovative. However, creativity and innovation will not take place spontaneously in any team setting and will be the result of meticulous planning and implementation efforts on the part of the team’s members. The current global business environment is characterised by constant change and this makes leadership more important than ever before as leaders are considered the drivers of change and ultimately responsible for organisational success. Leaders within organisational team settings have an essential role to fulfil in stimulating and facilitating innovative behaviour in their subordinates. The fact that some leaders manage to successfully stimulate and facilitate innovative behaviour in their subordinates, while others fail to do so, might well be contributed by some to a number of simplistic variables– but this is not the case. The fact that some leaders manage to successfully stimulate and facilitate innovative behaviour in their subordinates can be attributed to the fact that these leaders possess specific competencies based on different sets of knowledge, skills and attitudes. The innovation process consists of four distinct phases (idea generation, idea screening, feasibility and commercialisation) and innovative outcomes for a team will only result if team members successfully progress through each of these four phases. The reality, however, is that the innovation process itself is filled with challenges that will need to be overcome by team members if innovation is to flourish. Accordingly leaders should apply specific sets of knowledge, skills and attitudes during each of the phases in the innovation process to help guide subordinates successfully through the innovation process. It should hence be clear that being aware of the specific leadership competencies that will stimulate and facilitate innovative behaviour in subordinates will be of immense value to any organisation who wishes to act more innovatively. The primary purpose of this study was consequently to design a psychological measurement instrument that would provide a measure of the specific competencies leaders should possess to stimulate and facilitate innovative behaviour in subordinates. This instrument would enable management to customise training and development programmes to meet the specific needs of leaders and hence develop the necessary knowledge, skills and attitudes on their part. A pilot study was conducted with the experimental version of the ILQ to obtain information regarding the psychometric properties of the instrument. Results obtained from the pilot study provided evidence that the ILQ instrument possesses high levels of internal reliability and satisfactory levels of concurrent validity. It can therefore be claimed that the ILQ instrument would serve as a valuable diagnostic tool for organisations who wish to improve their innovative capabilities.
AFRIKAANSE OPSOMMING: Die mate waartoe organisasies suksesvol sal wees in die huidige globale besigheidsomgewing sal bepaal word deur hul vermoë om innoverend op te tree. Dit is belangrik om daarop te let dat kreatiwiteit en innovasie nie spontaan sal plaasvind binne ‘n spankonteks nie, maar eerder die resultaat sal wees van doelbewuste praktyke en gedrag deur spanlede. Die huidige globale besigheidsomgewing word gekenmerk deur konstante verandering en lei daartoe dat leierskap belangriker as ooit geag word vanweë die feit dat leiers beskou word as die dryfkrag vir verandering en verantwoordelik is vir organisasie sukses. Spanleiers in organisasies moet ‘n essensiële rol vervul met betrekking tot die stimulering en fasilitering van innoverende gedrag in hul ondergeskiktes. Die feit dat sommige leiers dit regkry om suksesvol innoverende gedrag in hul ondergeskiktes te stimuleer en te fasiliteer, terwyl ander leiers misluk om dit reg te kry, word deur sommige individue aan ‘n klein aantal eenvoudige veranderlikes toegeskryf – dit is egter nie die geval nie. Die feit dat sommige leiers dit regkry om suksesvol innoverende gedrag in hul ondergeskiktes te stimuleer en te fasiliteer, kan toegeskryf word aan die feit dat hierdie leiers oor sekere bevoegdhede beskik gebaseer op spesifieke stelle kennis, vaardighede en houdings. Die innovasieproses bestaan uit vier onderskeie fases (idee-generering, idee-evaluering, bepaling van uitvoerbaarheid en kommersialisering) en werkspanne sal slegs innoverende uitkomstes behaal indien hulle suksesvol vorder deur elkeen van hierdie vier fases. Die realiteit is egter dat die innovasieproses inherent gevul is met uitdagings wat oorkom sal moet word deur spanlede indien innovasie enigsins sal floreer in die spanne. Dit is dus noodsaaklik dat leiers ‘n spesifieke versameling kennis, vaardighede en houdings sal aanwend om die pogings van ondergeskiktes suksesvol te bestuur deur die verskeie fases van die innovasieproses. Om kennis te dra omtrent die spesifieke leierskap-bevoegdhede – gebaseer op kennis, vaardighede en houdings – wat innoverende gedrag in ondergeskiktes sal stimuleer en fasiliteer, sal van onskatbare waarde wees vir organisasies. Die doel van hierdie studie was gevolglik om ‘n meetinstrument te ontwerp wat die bevoegdhede sal meet waaroor leiers moet beskik indien hulle beoog om suksesvol innoverende gedrag in hul ondergeskiktes te stimuleer en te fasiliteer. ‘n Meetinstrument van hierdie aard sal organisasies en hul bestuur in staat stel om opleiding en ontwikkeling programme nommerpas te maak en sodoende spesifieke bevoegdhede in hul leiers te ontwikkel. ‘n Loodsstudie is vervolgens uitgevoer om inligting rakende die psigometriese eienskappe van die instrument te verkry. Die resultate het getoon dat die ILQ oor hoë vlakke van interne betroubaarheid beskik, asook bevredigende vlakke van samevallende geldigheid. Die aanspraak kan gevolglik gemaak word dat die ILQ as ‘n waardevolle diagnostiese instrument vir enige organisasie sal dien wat beoog om hul innoverende vermoë uit te brei.
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Iwowo, Vanessa. "Knowing in context : a postcolonial analysis of contemporary leadership development and leadership education." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/4087.
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The thesis contributes to the emerging critical perspective on global management education and leadership development in a multi-faceted world. It takes a critical look at leadership, particularly with respect to how this is conceptualised and understood, and also, what are the implications for such epistemological leanings. This is in light of recent criticisms of global management education, and other salient questions of knowledge imperialism and ethnocentrism that arise with respect to how knowledge is created and represented. Furthermore, there are even more pertinent questions of universality and contextual applicability, given the relevant issue of cultural diversity and what many researchers increasingly suggest is the socially constructed nature of leadership. To this end, it has been suggested that there might be a possibility of contextual dissonance between mainstream leadership paradigms and the lived socio-cultural reality of many non-western societies. This is in view of the fact that there are as many definitions of leadership as those who have tried to define it (Stodgill, 1970), such that there is now no one universal ‘truth’ about leadership (Billsberry, 2007) because leadership is a process of reality construction that is grounded in the management of meaning (Smircich and Morgan, 1982), so that it means ‘different things to different people’ (Gill, 2006; p.7). This thesis therefore investigates the contemporary practice of leadership development/leadership education and in particular, questions its application as a management learning intervention in the contexts within which it is deployed. It explores the pertinent question of contextual dissonance and in this, critically examines leadership development as a catalyst for organisational change within the context of a global non-profit organisation, and again, as a tool for management development in the context of a non-western society. Findings indicate the presence of a strong community orientation that is seemingly consistent with the philosophical underpinnings of indigenous community practices in Africa and that reflect a noticeable degree of contextual dissonance between mainstream paradigms of leadership and the lived experiential reality of programme participants in the context understudied i.e. Nigeria. Subsequently, this thesis proposes a model of leadership development that may begin to address this contextual gap; one that although acknowledges the conceptual importance of the mainstream, is fundamentally accommodating of the local knowledge frameworks within which it is deployed. Overall, the research contributes to understandings of Leadership Development in that it uncovers how ‘knowledge’ about leadership is conceptualised within the studied context and it generates new insight into how leadership development as a contemporary practice is constructed within this environment; in particular, how this is negotiated and engaged with relative to that society. Secondly, it advances a model through which contemporary management education interventions may account for the lived socio-cultural reality of the contexts within which they are applied.
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Balt, Marcelle. "Youth leadership development programs in Africa : assessing two case studies." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50233.
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Thesis (MPhil)--Stellenbosch University, 2004.ENGLISH ABSTRACT: The central focus of this thesis is Youth Leadership Development programs in Africa. These programs are viewed within the context of the circumstances the youth currently face in their lives, and also the important role the youth in Africa have to play in the future of the continent. It is argued that leadership development holds the key to addressing the social, economic and political challenges Africa currently experiences. The Youth capacity building program in Uganda and the Joint Enrichment Project in South Africa were chosen as two case studies of Youth Leadership Development programs in Africa. The two case studies were benchmarked against the assessment tool that the International Youth Foundation (IYF) has created for making youth programs work. The above two programs differ greatly in their cultural, economic, social and political contexts. The aim of this study is to determine whether a single set of criteria for Youth Leadership Development programs in the African context is possible, despite the aforementioned differences inherent in the programs. To this end separate qualitative comparisons have been conducted on both the case studies. Shortcomings with regard to the assessment tool as well as the chosen youth programs were also identified. This study highlights that community development includes youth development, and therefore also the training of future leaders. Africa cannot rely on previous models of leadership development for today's youth. Further research in this field is needed, but this study confirms that Youth Leadership Development is vital in Africa.
AFRIKAANSE OPSOMMING: Die sentrale fokus van die tesis is jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie programme word benader binne die konteks van die omstandighede wat die jeug se lewens beinvloed, asook diebelangrike rol wat die jeug in Afrika speel in die toekoms van die kontinent. Die uitgangspunt is dat leierskapsontwikkeling die sleutel is tot die verbetering van sosiale, ekonomiese en politieke uitdagings in Afrika. Die "Youth capacity building" program van Uganda, en die "Joint Enrichment Project" van Suid-Afrika is twee gevallestudies wat gekies is as voorbeelde van jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie twee gevallestudies is gemeet aan die "International Youth Foundation" (IYF) se riglyne vir die bepaling van suksesvolle jeugprogramme. Die twee gekose programme verskil grootliks ten opsigte van die kulturele, ekonomiese, sosiale en politieke konteks waarbinne hulle plaasvind. Die doel van hierdie studie is om die moontlikheid te bepaal van 'n enkele stel kriteria vir jeug leierskapsontwikkelingsprogramme binne die Afrika konteks. Vir hierdie doel is afsonderlike kwalitatiewe vergelykings getref tussen die gevallestudies en die bepaalde riglyne van die IYF. Verder is tekortkominge van beide die riglyne asook die jeugprogramme bepaal. Volgens hierdie studie vonn jeugontwikkeling 'n integrale deel van gemeenskapsontwikkeling, en daarom behels gemeenskapsontwikkeling ook die opleiding van toekomstige leiers. Daar kan nie op vorige modelle van leierskapsontwikkeling gesteun word vir die huidige jeug in Afrika nie. Daar is verdere navorsing in hierdie rigting nodig, maar hierdie studie bevestig dat jeugleierskapsontwikkeling in Afrika van kardinale belang is.
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Du, Rand Jean. "The feasibility of transformational leadership training and development in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52527.
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Thesis (MA)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The 1990s were characterised by a process of rapid political change in South Africa, which resulted in a period of transition in the economic and social spheres of this society. South Africans need to adapt to the shift in political leadership as well the rapid rate of technological innovation globally. Leadership theory has evolved from more traditional approaches such as the trait approach and behavioural approach to more recent theories such as situational leadership theories, leader-follower exchange theories and leadership decision-making theories. The recent trends in the field of Industrial Psychology lead to a more comprehensive and all-inclusive theory of leadership, namely transformational leadership. South Africa needs transformational leaders to drive and manage the change process. From the literature study it is evident that there is a need for transformational leadership training and development in South Africa. Therefore the main goal of this study was to determine the feasibility of transformational leadership training and development in South Africa. The main problem is divided into four sub-problems. In order to develop South African managers into transformational leaders, it is important that a need for transformational leadership training exists. Therefore the first subproblem is concerned with the need for the development of transformational leadership skills in South African leaders. The data of all South African leaders (7,563 cases) that were rated on Form 5X of the Multi-factor-Leadership Questionnaire (instrument measuring transformational leadership) was obtained from Productivity Development Pty. (Ltd.). This data was generated from March 1995 to June 1999. Firstly, the Ideal Theoretical Leadership Profile is compared to the total South African sample (N=7563). Secondly, leaders who performed effectively in the world of work were extracted from the total South African sample and were compared to the rest of the South African sample. Thus the Ideal Effectiveness Leadership Profile (N=657) is compared to the rest of the South African sample (N=6906). In both instances the profiles of the South African sample resembles the two ideal leadership profiles. The fact that the South African leaders scored well below the norms of the two ideal profiles on transformational leadership dimensions indicates that there is a need for the development of transformational leaders in South Africa. Thirdly, the t-test is utilised in order to compare the total South African sample (N=7,443) to an international sample (N=2080). The South African sample scored significantly higher on transformational leadership scales than their international counterparts. This indicates that South African leaders compare well to international standards regarding transformational leadership Once it was assessed that there is a need for South African leaders to be developed as transformational leaders, it was important to determine whether the Multi-factor Leadership Questionnaire (MLQ) is a valid instrument for measuring transformational leadership in South Africa. Transformational leadership training and development can not be managed in South Africa unless it can be measured. Therefore the second subproblem was concerned with the construct validity of the MLQ in South Africa. Confirmatory factor analysis was utilised in order to assess the construct validity of the MLQ on 7563 cases. The final first-order analysis indicated that there is not conclusive evidence for the 8-factor structure in the South African context. More comprehensive research is needed in order to prove the validity of the MLQ beyond reasonable doubt in the South African context. After the conclusion was reached that transformational leadership training is needed in South Africa, it was decided to investigate the practical implementation of transformational leadership training in South Africa. In order to investigate the practical implementation of transformational leadership training, high-level managers trained at the Graduate School of Business, University of Stellenbosch (USB) were assessed as a microcosm of the larger South African sample. The USB group (N=120) was compared by means of t-tests to two other groups, namely the rest of the South African sample (N=7443) and an international sample (N=2080). The third sub-problem was thus concerned whether the USB group was a select group. The USB group scored significantly higher on all of the individual transformational factors than the two other groups. The results suggest that the USB is a select group. Once it was concluded that the USB group was a select group, they were tested on Kirkpatrick's reaction level of evaluation in order to determine whether they benefited from the course, although their MLQ scores reflected that they were already acting in a transformational manner. The fourth sub-problem was thus concerned with evaluating the reactions of the USB group towards the Full Range Leadership Programme. Overall the participants (N=46) gave a positive reaction towards the programme. Although the USB group can be classified as a select group, participants believed that the programme was of practical use. This substantiates the argument that there is a need for developing transformational leaders. The results indicate that transformational leadership training and development is feasible in South Africa. Finally, on the basis of the results of this study, conclusions and recommendations are made for future research.
AFRIKAANSE OPSOMMING: Die negentigerjare word gekenmerk deur 'n proses van snelle politieke verandering in die Suid-Afrikaanse samelewing, wat In oorgangsperiode in die ekonomiese en sosiale sektore ingewy het. Dit is noodsaaklik dat Suid-Afrikaners aanpas by die veranderinge in politieke leierskap, asook by tegnologiese vooruitgang. Die leierskapsteorie, wat vroeër bestaan het uit die meer tradisionele benaderings soos die karaktertrek- en die gedragsbenadering, het gestalte gekry in meer onlangse teorieë. Hierdie teorieë sluit in die gebeurlikheids-, leier-volgeling-uitruilings- asook die leierskapsbesluitnemingsbenaderings. Die huidige neiging binne die wêreld van die Bedryfsielkunde is In meer omvattende en alles-inklusiewe benadering ten opsigte van die leierskapsteorie, naamlik transformasieleierskap. Suid-Afrika benodig transformasieleiers om die proses van verandering aan te dryf en te bestuur. Uit die literatuurstudie is dit duidelik dat daar 'n behoefte is aan transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika. Vervolgens is ~die hoofdoel van hierdie studie om die praktiese uitvoerbaarheid van transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika te bepaal. Die hoofprobleem word in vier sub-probleme verdeel. Daar word van die standpunt uitgegaan dat dit belangrik is om die transformasieleierskapsvaardighede van Suid-Afrikaanse bestuurders te ontwikkel. Die eerste sub-probleem fokus op die behoefte van Suid-Afrikaanse bestuurders aan opleiding in transformasieleierskap. Die data is ingesamel van alle Suid-Afrikaanse leiers (7,563 proefpersone) wat op die Multi-faktor Leierskapsvraelysvorm 5X (instrument wat transformasieleierskap meet) beoordeel is. Hierdie data is deur Productivity Development (Pty) Ltd beskikbaar gestel, en is vanaf Maart 1995 tot Junie 1999 ingesamel. Eerstens is die Ideale Teoretiese Leierskapsprofiel vergelyk met die leierskapsprofiel van die totale Suid-Afrikaanse steekproef (N=7,563). Tweedens is leiers wat effektief in die praktyk funksioneer, die Ideale Effektiwiteit Leierskapsprofiel (N=657), onttrek van die totale Suid-Afrikaanse steekproef en vergelyk met die res van die Suid-Afrikaanse steekproef (N=6,906). In beide gevalle is daar 'n verwantskap gevind tussen die Suid-Afrikaanse steekproef en die twee ideale leierskapsprofiele. Derdens is daar van 'n t-toets gebruik gemaak om die res van die Suid-Afrikaanse steekproef (N=7,443) met In internasionale steekproef te vergelyk. Die Suid-Afrikaanse steekproef het beduidend hoër tellings as die internasionale steekproef op alle transformasieskale behaal. Hiervolgens voldoen die Suid-Afrikaanse steekproef aan internasionale standaarde ten opsigte van transformasievaardighede. Nadat vasgestel is dat daar 'n behoefte bestaan aan transformasieleierskap-opleiding in Suid-Afrika, is daar ook besluit om die geldigheid van die Multi-faktor Leierskapsvraelys (MLO) onder Suid-Afrikaanse omstandighede te ondersoek. Transformasieleierskapopleiding en -ontwikkeling in Suid-Afrika kan nie bestuur word tensy dit akkuraat gemeet word nie. Daarom fokus die tweede sub-probleem op die konstrukgeldigheid van die MLO onder Suid-Afrikaanse omstandighede. Daar is van bevestigende faktor-ontleding gebruik gemaak om die konstrukgeldigheid van die MLO by 7,563 proefpersone te bepaal. Die 8-faktorpatroon lewer nie voldoende bewys dat die MLO weloor 'n mate van konstrukgeldigheid onder Suid-Afrikaanse omstandighede beskik nie. Nog in-diepte navorsing word benodig om bo redelike twyfel die geldigheid van die MLO onder Suid-Afrikaanse omstandighede te bevestig. Nadat tot die gevolgtrekking gekom is dat daar 'n behoefte aan opleiding in tranformasievaardighede bestaan, is die praktiese implementering van transformasieleierskap-opleiding in Suid-Afrika ondersoek. Vir hierdie doel is hoëvlakbestuurders, wat opgelei is by die Nagraadse Bestuurskool aan die Universiteit van Stellenbosch (USB), ondersoek as 'n mikrokosmos van die groter Suid-Afrikaanse steekproef. Die USB-groep (N=120) is deur middel van t-toetse met die res van die Suid-Afrikaanse groep (N=7,443) en 'n internasionale steekproef (N=2,080) vergelyk. By die derde sub-probleem moes bepaal word of die USB-groep 'n uitgelese groep is. Dié groep het beduidend hoër tellings by al die afsonderlike transformasiefaktore as die ander twee groepe behaal. Die gevolgtrekking kan dus gemaak word dat die USB-groep wel uitgelese is. Hierna is die groep gemeet aan Kirkpatrick se reaksievlak. By die vierde sub-probleem is die USB-groep se reaksie ten opsigte van die "Full Range Leadership Programme" geëvalueer. Oor die algemeen het respondente (N=46) 'n positiewe reaksie teenoor die program getoon. Die USB-groep het die program as betekenisvol beskou, en alhoewel hulle 'n geselekteerde groep is, dui dit aan dat daar tog onder hulle 'n behoefte is aan opleiding in transformasievaardighede van Suid- Afrikaanse bestuurders. Die resultate dui aan dat daar onder bestuurslui in die algemeen 'n behoefte aan transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika is. Ten slotte is gevolgtrekkings en aanbevelings wat op die resultate van die studie gebaseer is, vir toekomstige navorsing gemaak.
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Fietze, Jennifer Anne. "The leadership characteristics and development of Doctor Trudy Thomas : a case study in servant-leadership." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1020184.
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Doctor Trudy Thomas is a leader that served; as a medical doctor and as a public servant over five decades during and after the apartheid era in South Africa. The aim of this qualitative study was to identify the leadership characteristics that are evident in Doctor Thomas, the former MEC for Health for the Province of the Eastern Cape; as a leader and to explore how they developed over five decades, given her role within healthcare in South Africa. The first requirement of a servant-leader according to Robert Greenleaf (the contemporary pioneer of servant-leadership) (Greenleaf, 1977), is that the leader is a servant first and starts with a desire to serve. Doctor Thomas started her professional life as a medical missionary doctor, a profession that by its nature is serving and ultimately healing, in the poor rural communities of the Eastern Cape. Her leadership grew out of her initial concern for her patients and their communities and by the opportunities that she was presented with to apply her skills to serve. She was able to identify the deeper needs within these communities and was able to envision practical solutions to these problems, enlisting the assistance of others. Throughout her leadership journey she exhibited humility, and many other trademarks of a servant-leader. She did not see herself as a leader, believing rather that it was a privilege to serve and help people. This study was therefore able to conclude that the leadership that Doctor Thomas has exhibited is that of a servant-leader and that her leadership journey was unintentional and grew out of her desire and ability to serve. This thesis consists of three separate yet interrelated sections. Section One, The Academic Case Study is a holistic, biographical academic case study on an individual. The outcomes of this research are presented as an academic paper, which includes a condensed literature review, results and discussion, as well as recommendations for future research. It also presents recommendations regarding the application of servant-leadership in service industries like Healthcare in South Africa. The presentation of the results is predominantly qualitative with some quantitative aspects. Section Two, The Literature Review presents an extensive review of literature that relates to the phenomena of leadership; servant-leadership; leader and leadership development; servant-leadership development through service and finally servant-leadership in South Africa. Other aspects like Ubuntu and Unintentional leadership are examined. The literature review conducted serves as a broad foundation for understanding servant-leadership but does not purely focus on the issues of this individual study. Section Three, The Research Methodology is an outline of the research aim and objectives, and the research paradigm that has been adopted. The discussion also details the research methodology; the case study method; an inductive approach; an intersubjective position; the individual researched; data collection techniques and analysis; objectivity; issues of quality; ethics; and the limitations of this research.
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Els, Deon André. "Emotional intelligence training model for executive leadership in South Africa." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7398.
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Global leadership crises and increasing executive leadership failures necessitate a new approach to executive leadership development. Globalisation results in new leadership challenges that affect people, the planet and peace across the world. Critical issues include increasing extremism and terrorism, displaced migrants fleeing to stable countries, earth warming and economic decline. The role of the individual executive leader cannot be isolated from human development challenges. Various executive leadership failures and examples of unethical leadership practises, both internationally and in South Africa, place the focus on ethical governance and emotionally matured leadership development. This study follows a nexus, based on a three-stranded cordial link between human development, emotional intelligence and executive leadership. The central themes of the United Nations Human Development’s (UNDP) reports of 1990 to 2009 as well as the Post-United Nations Human Development Report of 2015 form a framework for evaluating the relationship between human development and executive leadership. Although economic growth is central to human development, the development of people through building human capabilities and active participation to improve their lives, are the main goals of the UNDP-2015. The role of executive leadership, leadership derailment and required executive proficiencies and attributes are investigated by evaluating traditional leadership theories and approaches as a lens for investigating leadership development. The positive effect of globalisation is that it affords new approaches and opportunities for executive leadership development. Emotional intelligence-based leadership, including the role of neuro-leadership, is evaluated and an integrative approach that involves the new paradigm of leadership as a response to human development challenges and globalisation is presented. The new paradigm of integrative leadership approaches includes empirical-based authentic leadership, shared leadership and gender-based leadership. The integrative leadership models of Hatala and Passmore are selected as a framework to propose a theoretical emotional intelligence leadership model for this study. New opportunities to develop emotionally intelligent executive leaders include technology-based training, iLeadership and eLeadership in an environment without boundaries. Time constraints are identified as a key obstacle for leadership development. Various training and executive coaching strategies are evaluated and proposed to accelerate leadership development. The link between human development and executive leadership development is proposed by collective leadership approaches towards Corporate Social Responsibilities (CSR) above entrepreneurial acumen and stakeholder involvement. A positivist approach based on quantitative research using Structural Equation Modelling (SEM) is used. The primary research problem is formulated to investigate the multidimensional and complex nature of factors that influence the success of developing emotionally intelligent executive leaders in South Africa. A conceptual theoretical model comprising of factors that influence Human Development and the perceived success of Emotional Intelligence Training is developed. A total of ten independent variables that influence the two mentioned dependent variables are identified. The proposed model and envisaged hypotheses are empirically tested. The study consists of a 73-itemed questionnaire with 360 participants. The sourced data are statically analysed by means of the exploratory factor analysis (EFA) to assess the discriminate validity of the research instrument and to confirm underlying dimensions of the constructs. Cronbach-alpha coefficients are calculated for each of the identified factors by using SEM. The significance of the hypothesised relationships in the revised model is tested. The value of this study’s contribution to the body of knowledge lies within the findings, the proposed Integrative Emotional Intelligence Leadership Model and recommendations for future research. The proposed model identifies practical training approaches to accelerate executive leadership against a background of serious leadership failures in South Africa.
Books on the topic "Development leadership – Africa"
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Africa University. Institute of Peace, Leadership, and Governance. Peace, leadership, gender, and development in Africa: Africa University commemorates the legacy of Dag Hammarskjöld. Mutare, Zimbabwe: Africa University, Institute of Peace, Leadership and Governance, 2007.
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Africa Women's Forum (1998 Cape Town, South Africa). Africa Women's Forum: Communication and leadership for empowerment : summary report & papers presented at the Africa Women's Forum convened by Africa Leadership Forum, Arthur's Seat Hotel, Capetown, South Africa : 28-30th May, 1998. Abeokuta, Nigeria: ALF, 1998.
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Nwoye, Kenneth Ogechukwu. Corruption, leadership, and the dialectics of development in Africa: An exploratory perspective. Enugu [Nigeria]: Associated Printing & Litho. in conjunction with Center for African Development and Political Strategy, 2000.
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Arigbede, Makanjuola Olaseinde. A billion flowers, unimagined beauty: Critical popular activity and leadership fidelity in Africa. Nairobi, Kenya: African Association for Literacy and Adult Education, 1993.
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African Association for Public Administration and Management (Nairobi, Kenya) and AAPAM Roundtable (29th : 2007 : Mbabane, Swaziland), eds. Political and managerial leadership for change and development in Africa: Report of the 29th Roundtable Conference of the African Association for Public Administration and Management (AAPAM) : Mbabane, Swaziland, 3-7 September 2007. [Nairobi: AAPAM, 2007.
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Kamatsiko, Vat. Small feet, deep prints: Young people building peace with World Vision East Africa. Nairobi, Kenya: World Vision Africa, 2005.
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When elephants fly: One woman's journey from Wall Street to Zululand. Golden, Colo: Fulcrum Pub., 2005.
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Local government in South Africa since 1994: Leadership, democracy, development and service delivery in a post-apartheid era. Durham, N.C: Carolina Academic Press, 2012.
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Presidential, Forum (1st 1993 Gaborone Botswana). Mobilizing African leadership for science-led development: Proceedings of the First Roundtable of Science Advisors for Science-led Development in Africa [i.e. proceedings of the First Presidential Forum]. Nairobi, Kenya: RANDFORUM Press, 1994.
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Sterling, Louise. The courage to lead: A whole school development approach. Kenwyn: Juta, 1999.
Find full textBook chapters on the topic "Development leadership – Africa"
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Yawson, Robert M. "Leadership Development in South Africa." In Leadership Development in Emerging Market Economies, 93–109. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-58003-0_6.
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Amah, Okechukwu Ethelbert. "Introduction: Globalisation, Development, and Leadership." In Globalisation and Leadership in Africa, 1–10. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98764-4_1.
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Amah, Okechukwu Ethelbert. "African Leadership Process in the Development of Globalisation." In Globalisation and Leadership in Africa, 55–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98764-4_5.
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Jordans, Eva, Bettina Ng’weno, and Helen Spencer-Oatey. "Understanding Leadership and Its Development in Africa." In Developing Global Leaders, 319–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14606-1_12.
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Amah, Okechukwu Ethelbert. "The Origin and Development of Globalisation in the World." In Globalisation and Leadership in Africa, 11–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98764-4_2.
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Oshobugie, Osholene, and Danielle Cantave. "Centering African Women’s Leadership Course: A Conversation." In Gender, Democracy and Institutional Development in Africa, 187–200. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11854-9_9.
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Maipose, Gervase S. "Aid Abuse and Mismanagement in Africa: Problems of Accountability, Transparency and Ethical Leadership." In Corruption and Development in Africa, 87–103. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780333982440_5.
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van der Colff, Linda. "Understanding Culture-based Diversity Through the Development of a Skills-based Model of Leadership." In Diversity in Africa, 35–50. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230627536_4.
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Kuada, John. "Leadership and the Management of Human Capability Development Processes." In Private Enterprise-Led Economic Development in Sub-Saharan Africa, 129–41. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137534453_10.
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Mamabolo, M. Anastacia. "Management and Leadership Development Needs: The Case of South Africa." In Business and Society, 229–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78855-5_12.
Full textConference papers on the topic "Development leadership – Africa"
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Cordeiro, Paula, and Corinne Brion. "A QUALITATIVE STUDY OF BUILDING LEADERSHIP CAPACITY IN LOW-FEE PRIVATE SCHOOLS IN WEST AFRICA." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0617.
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Nkwana, Mapula. "KEY IMPERATIVES IN DESIGNING THE CURRICULUM OF A LEADERSHIP DEVELOPMENT PROGRAMME FOR COUNCILLORS IN SOUTH AFRICA: A CASE STUDY ANALYSIS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1424.
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Msila, Vuyisile. "In search of a Liberating Practice Leadership, Teacher Commitment and the Struggle for Effective Schools in South Africa." In 2013 International Conference on the Modern Development of Humanities and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.118.
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Thaba, Kgomotlokoa, and Disego Thobejane. "INFORMATION COMMUNICATIONS TECHNOLOGY’S COMPETENCIES BY THE LIMPOPO’S SCHOOL PRINCIPALS: EVALUATION STUDY OF SCHOOL LEADERSHIP AND DEVELOPMENT PROGRAMME IN SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1505.
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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.
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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.
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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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Thaba-Nkadimene, Kgomotlokoa Linda, and Disego Vincentia Thobejane. "MENTORING EXPERIENCE OF STUDENT PRINCIPALS IN SOUTH AFRICAN SCHOOL LEADERSHIP PROGRAMME." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1631.
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Roberts, John W. "The International Nuclear Management Academy." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-81124.
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The International Nuclear Management Academy (INMA) is an International Atomic Energy Agency (IAEA) framework to support the establishment and sustainability of Master’s level Nuclear Technology Management educational programmes and the development of nuclear technology management professionals. The INMA framework describes a broad range of competencies across four Aspect Groups of External Environment, Technology, Management and Leadership, that have been identified as the basis for the successful management of nuclear projects. By following the INMA framework these competencies can be achieved by nuclear technology subject matter experts to support their career path into managerial roles or by experienced managers moving into the nuclear sector. The IAEA in conjunction with worldwide universities with nuclear education programmes have developed an endorsement process to recognise which university Master’s programmes adhere to the INMA framework and can therefore produce graduates with the required competencies. It is also recognised though that the implementation of these competencies can only be fully achieved through on-the-job training or experiential learning. A combination of education and experience is therefore required to be recognised as a nuclear technology management professional. To date two universities, The University of Manchester and the Moscow Engineering Physics Institute, have received INMA endorsement for their Master’s programmes in Nuclear Technology Management. The University of Manchester programme is part-time while the MEPhI programme is a two-year full-time programme. Several other universities — North West University and University of the Witwatersrand (both South Africa), Texas A&M University and the University of Tokyo having been assessed for endorsement, and many others developing nuclear technology management programmes are entering the process. The IAEA organise an INMA Annual Meeting where universities can meet to express interest in the programme, learn more about what is required for the programme and endorsement, and exchange best practices. The International Nuclear Management Academy is therefore making significant contributions to improving nuclear technology management competencies leading to improved managerial decision making with the associated benefits to the global nuclear industry.
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Palmer, June, Rantsie Kgothule, Gregg Alexander, and Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.
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Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.
Reports on the topic "Development leadership – Africa"
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Eckert, Regina, and Simon Rweyongoza. Leadership development in Africa: A focus on strengths. Center for Creative Leadership, December 2015. http://dx.doi.org/10.35613/ccl.2010.1023.
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Herbert, Sian. Covid-19, Conflict, and Governance Evidence Summary No.30. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.028.
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This fortnightly Covid-19 (C19), Conflict, and Governance Evidence Summary aims to signpost the UK Foreign, Commonwealth and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on C19, to inform and support their responses. Based on the feedback given in a recent survey, and analysis by the Xcept project, this summary is now focussing more on C19 policy responses. This summary features resources on: how youth empowerment programmes have reduced violence against girls during C19 (in Bolivia); why we need to embrace incertitude in disease preparedness responses; and how Latin American countries have been addressing widening gender inequality during C19. It also includes papers on other important themes: the role of female leadership during C19; and understanding policy responses in Africa to C19 The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs & news articles. It is the result of one day of work, and is thus indicative but not comprehensive of all issues or publications.