A Measurement Model of University Staff Perception Towards Sustainable Leadership Practices in the Universities of the Central Region of Uganda

A Measurement Model of University Staff Perception Towards Sustainable Leadership Practices in the Universities of the Central Region of Uganda

Miiro Farooq (Islamic University in Uganda, Uganda)
DOI: 10.4018/IJQCSSE.2019010103

Abstract

The purpose of this paper is intertwined in two phases. First, it is to examine the four subdimensions of sustainable leadership practices and its meaningful use as professed by staff in six Ugandan universities of the central region. Secondly, it concentrated on testing the appropriateness of the measurement in terms of reliability, convergent validity, and discriminant validity. The method used to arrive at the needed data was quantitative approach. It was deployed to secure data from a randomly chosen sample of volunteers from the six university studies both public and private. Data was collected through the use of a 25-itemized questionnaire to determine the perception of staff towards sustainable leadership practices. The study investigation tool was directly circulated by the researcher himself and researcher assistants to a randomly chosen sample of volunteers from the six universities involved in the study. The study findings showed that there are four subconstructs of sustainable leadership practiced in Ugandan universities: staff capacity building, diversity leadership, strategic distribution, and conservation. However, due to low values in one of the subdimension AVEs, the model was re-examined, and hence, conservation was removed to meet the requirement of divergent construct validity. The study established that staff perceived sustainable leadership practices to be of great value towards their performance in an era of university change. The study findings are of great importance in education. Secondly, it exposes university leadership and staff to the new management styles that are needed to achieve university mission and improvement of quality practices, and this can be attained through training, development, and attraction staff's efforts towards university effective performance. Lastly, the researcher recommends the study as a source of information and knowledge to future research in the same area.
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1. Introduction

Sustainable leadership is defined as improved preservation and development of an extensive all- round learning for prosperity while catering for achievement of future targets through the use of ways that do not hurt institutional workers but at the same time provide both positive and promising future achievements (Hargreaves, 2007). In the era of increased accountability, the knowledge economy poses greater challenges to educational institutions for instance, creation of new knowledge, curriculum change, staff development, preservation of institutional norms, customer care, achievement of institutional mission and vision, performance indicators, and quality services (Davies, 2005). These challenges do not only call for a shift in institutional performance and endurance to new changes, but also require better positioning of higher educational institutions on the world market so as to provide solutions to their societies and preserve the natural world settings. Since leadership plays a pivotal role at the helm of higher educational institutions’ performance, thus it is required to be continuous and sustainable in nature and practices so as to drive the staff towards achievement of institutional targets (Cook, 2014). Meanwhile, in the recent past higher education institutions have been experiencing moments of change and transformation. These forces of transformation and change are engineered by the globalisation competition and high demands on the side of customers. This is because institutions of higher learning are seen as hubs for both required human capital and skills towards moving the current generation to the next one (Lambert, 2012a). However, Higher education institutions cannot achieve their best in terms of performance and effective leadership sustainability without proper proven procedures and comfortable routines that enable organisations’ staff to take risks and work diligently towards institutional change (Cook, 2014; Davies, 2005; Hargreaves, 2007; Lambert, 2012a). Notwithstanding, it is imperative that higher education institutions get prepared and address the challenges that they are facing, which are ‘’time bombs’’ within institutions sustainable leadership. This can be done by exposing the future leadership through the nature of work and roles that are needed from individuals and developed for that purpose to take on the next generation of higher education leadership (Brundrett, 2011).

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