Campus Units

Community and Regional Planning

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

2015

Journal or Book Title

International Journal of Leadership in Educations: Theory and Practice

Volume

20

Issue

2

DOI

10.1080/13603124.2015.1046497

Abstract

This study explores the meaning and competencies of ‘research leadership’ in the African context and investigates strategies for developing it. Data for the study were gathered through an online survey that targeted recipients of research grants/support from key research funders to selected African institutions. The recipients of these grants were either research leaders or team members. The study employs a mixed methodology approach with empirical data drawn from focus group discussions and online surveys of English-speaking research leaders and research teams whose research work was supported by the selected funding institutions. In line with literature of leadership styles in Africa, our results suggest that preferred research leadership style for African researchers is different in some ways, especially with its attention to the ‘human touch’. Respondents preferred ‘people/relationship orientated’, ‘task-orientated’ and ‘democratic/participative’ styles of leadership, all of which have strong elements of Ubuntu (humaneness). The study also showed that leadership development for many in Africa involves mostly ‘learning by doing’ and informal mentoring, and less formal training opportunities. We explore policy implications of our findings with reference to research leadership development in African institutions, paying particular attention to challenges faced by female research leaders, and stress that research leadership develop- ment in Africa must be seen as a long-term and continuous activity and calls for more formal leadership development opportunities to complement the existing informal approaches.

Comments

This article is published as Building research capacity for African institutions: confronting the research leadership gap and lessons from African research leaders”, International Journal of Leadership in Education: Theory and Practice, (2015) 1046497. (with Ezekiel Kalipeni, Nicholas Awortwi & Joy Mueni Maina Kiiru).Doi: 10.1080/13603124.2015.1046497 Posted with permission.

Copyright Owner

Taylor and Francis

Language

en

File Format

application/pdf