Is the Character of Institutional Leadership Central to the Quality of Higher Education (HE) Management?

Nwachukwu Prince Ololube
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Nwachukwu Prince Ololube: Department of Educational Management and Planning, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Nigeria

International Journal of Strategic Decision Sciences (IJSDS), 2017, vol. 8, issue 1, 46-64

Abstract: This study employed a descriptive, empirical and suggestive approach. The purpose of this study is to determine whether the character of institutional leadership is central to the management of higher education (HE). First, the study x-rayed the role of character in institutional leadership and management of HE. Second, it highlights the character of institutional leadership in combination with values, morals, principles and ethics in the management of HE, and third, the implication of the character of institutional leadership on the quality of HE. To address the descriptive part of this study, this article reviewed literature on the relationship between the character of institutional leadership with particular focus on values, morals, principles and ethics, and the quality of HE management. The empirical part of this article included the collection of data from 250 respondents through a structured questionnaire, and data were analyzed using the statistical package for the social sciences (SPSS) version 21. While the suggestive part portrayed the study's findings, which redolent that the neglect of the role of character in institutional leadership as being central to HE management might possibly explain the dysfunctional and poor quality state of HE particularly in Nigeria and perhaps many sub-Saharan Africa countries. Therefore, appointment of institutional heads should be based on technical qualification and character of institutional leaders, and must be a continual effort towards the integration of positive thoughts, both in words and in actions. The target audiences for this article include educational managers and planners, researchers, academics, professionals, students, and leadership practitioners.

Date: 2017
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