Leadership and Developing Societies

Leadership Training for Middle Managers: An Organisational Turning Point

2026-03-11T11:48:50+00:00

Middle managers' main desirable attributes are to have management and leadership skills, be able to influence their teams, demonstrate a methodical and disciplined approach, and convey the organisation’s values. Their main functions are to transmit the strategy of the executive management, implement the strategy, plan, execute, control the organisation's activities, define and delegate functions, and lead and motivate their teams

Transformative Learning, Leadership, and Technology in Education: Experiences from Global South contexts

2026-03-11T10:32:08+00:00

Welcome to this Special Issue of the Journal of Leadership and Developing Societies. This special issue is titled ‘Transformative Learning, Leadership, and Technology in Education: Experiences from Global South contexts.’ This compilation forms part of African Leadership Centre’s Research Cluster 6 ongoing research agenda on Peace, Society and the State in Africa, which focuses on the interface between international political-economy contexts and the notions and realities of African statehood across times. It is also an extension of the Universities Network on Global Leadership, Peace and Development, a research and education collaboration between ALC-King’s, Peking University, and nine African partner universities.^[1]

[1] This 3-year project was led by the African Leadership Centre (ALC), King’s College London, as a joint collaboration between: Centre for African Studies, Peking University; Institute for Development Studies, University of Nairobi; Department of Political Science, University of Pretoria; Department of Political Science and Public Administration, University of Buea; Department of History and International Studies, University of Jos; Department of International Relations, Obafemi Awolowo University; Debre Berhan University; Institute of African Studies, University of Legon; and University of Port Harcourt. All partners are from countries that are part of China’s Belt and Road Initiative

Examining Intricate Dynamics of Transformative Education among Junior Academic Staff in HEIs: A Nigerian Perspective

2026-03-11T11:04:23+00:00

In higher education, transformative education has become a crucial paradigm for re-evaluating leadership, instruction, and learning. It places a strong emphasis on social change, technological innovation, inclusive education, and critical thinking. Although this strategy has become relatively popular worldwide, there are still many context-specific obstacles to overcome before it can be applied in the Global South, especially in Nigeria. The paper examines the intricate dynamics of transformative education as experienced by junior academic staff in Nigerian Higher Education Institutions (HEIs), within the broader context of learning, leadership, and technology. Nigeria offers a distinctive case for analyzing how early-career academics engage with transformative pedagogies in settings characterized by structural inequality, inadequate technological infrastructure, and ongoing educational reforms. Using a qualitative and multi-institutional case study methodology, the paper reveals how junior academics struggle through institutional cultures, demonstrate leadership in pedagogical innovation, and incorporate technology in teaching and learning—frequently with limited support. The results show a conflict between institutional goals and academic staff members' daily reality, where policy-practice gaps, a lack of proper mentorship, and digital divisions often limit transformational potential. Despite these obstacles, examples of grassroots creativity and adaptable leadership show a strong dedication to revolutionary change. In order to empower younger academics as agents of significant educational change in Nigeria, the paper advocates for focused interventions in capacity building, inclusive policy frameworks, and sustainable technological integration.

Re-imagining Academic Leadership through Transformative Coaching: A Reflective Account from Uganda

2026-03-11T11:18:15+00:00

This paper investigates how transformative coaching can enhance academic leadership development in Sub-Saharan Africa, using Uganda as a case study. The study responds to persistent challenges in higher education leadership, such as institutional complexity, gender inequities, emotional burnout, and weak succession planning that hinder systemic reform and inclusive leadership. The main objective was to explore the role of coaching in fostering strategic clarity, emotional resilience, and institutional transformation. Methodologically, the paper draws on reflective analysis and qualitative data from eight academic leaders in private Universities (five women and three men) who underwent structured coaching sessions. Data was collected through in-depth interviews and reflective journals, and thematically analyzed. Findings reveal that coaching enabled participants to reconnect with personal well-being, navigate gendered leadership barriers, adopt systems thinking, and commit to legacy planning. Women leaders especially valued the coaching space for affirming their voice, processing exclusion, and building confidence. The study concludes that coaching offers more than personal development. It is a powerful, context-sensitive model of leadership education. It recommends integrating coaching into leadership programs across African universities, with emphasis on feminist values, wellness, and intergenerational mentorship. Such integration can cultivate resilient, strategic, and visionary leaders aligned with Uganda’s Vision 2040, NDP III, and the SDGs.

Cooperative Leadership in the Digital Age: The Case of the Universidad FUNDEPOS de Costa Rica

2026-03-11T11:29:38+00:00

The case of FUNDEPOS Alma Mater, Costa Rica’s only cooperative-owned university, reveals both the transformative potential and challenges of digital education. To this end, this article examines the institution’s shift to fully online delivery during COVID-19, which expanded enrolment from rural areas. Drawing on faculty interviews, the study shows that educators are reshaping digital classrooms through methods grounded in empathy, co-construction, and real-world relevance. Grounded in decolonial and cooperative education frameworks, the study finds that online programmes, when aligned with participatory pedagogy, can democratise access and cultivate collective leadership. However, challenges persist, including digital infrastructure gaps, uneven participation, and emotional fatigue. Hence, FUNDEPOS represents an evolving experiment in digital education justice. By anchoring its work in cooperative values and developing context-specific alternatives, the university dares to ask not just who accesses education, but what kind of future it can build.

Education in Central Africa’s Cameroon, CAR and DRC in the Era of Virtual Learning: What Leadership Process?

2026-03-11T11:37:46+00:00

The advent of virtual learning has redefined the educational paradigm worldwide, significantly enabling learners to access education through digital technologies. However, the Central African region’s transition to digital education has been particularly constrained by deep-rooted infrastructural and governance challenges, with internet access remaining markedly more limited than in other parts of the African continent. This paper examines the leadership processes required to implement and sustain effective virtual learning in selected Central African countries – namely Cameroon, Central African Republic, and Democratic Republic of Congo – where persistent challenges include limited internet access, unreliable electricity, inadequate digital infrastructure, and weak policy implementation. This study is exploratory: it represents a preliminary inquiry into an area where existing knowledge on Central African states is limited. Its primary objective is not to provide definitive answers, but to gain a deeper understanding of the central issues and variables at play. The study draws on Adaptive Leadership Theory that shifts the focus from the leader as the sole authority to leadership as a shared process whereby empowered individuals at all levels take ownership of change. Findings reveal that the persistent gaps between policy rhetoric and practical implementation in all three central African states are connected to the quality of policy and educational leadership. It requires not just technological solutions, but adaptive and context-sensitive leadership that empowers stakeholders at all levels to drive change and bridge the digital divide.

Community-led Leadership for Urban Youth: Food-Based Learning and Rites of Passage for Transformation

2026-03-11T11:59:32+00:00

Research shows that urban youth in the UK face educational challenges linked to poverty, structural inequalities, and environments.^[1] Programmes providing different experiential learning opportunities can potentially engage these learners more effectively than traditional education settings.

[1] Arya, Dena, and Matt Henn. "The impact of economic inequality and educational background in shaping how non-activist “Standby” youth in London experience environmental politics." Educational Review 75, no. 1 (2023): 93-114.; Dorling, Danny, David Egan, Kevin Lowden, Stuart Hall, Stephen Mckinney, Erik Cownie, and Ruth Leitch. Poverty in education across the UK: A comparative analysis of policy and place. Policy Press, 2020.