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The purpose of this study is to investigate the views of African higher education scholars about effective leadership and if those views reflect a unique, African meaning of leadership.

The study sought to explore the views of African higher education scholars about leadership in general and if those views reflect a unique, African meaning, that does not necessarily fit the widely accepted western theories. Using a researcher-designed questionnaire, higher education faculty and administrators were asked their understanding and beliefs about leadership. Data from quantitative responses were analyzed using descriptive statistics and t-test. In addition, qualitative answers, from one open ended question, were utilized to possibly triangulate with quantitative responses.

This study found that most research participants believe that the widely used western leadership theories are not fully applicable to Africa's context. However, the list of qualities of effective leadership, these participants suggest to be unique to Africa, included mixed attributes from Western, Non-Western and Culture-Neutral theories.

This study has some limitations. First, the data for this study was collected electronically which might have affected the potential responses from those with limited Internet connection or who have not updated their current email addresses. Second, the participants of the study are higher education professionals whose insight about leadership may not necessarily reflect the views of others from different background.

By examining leadership effectiveness in Africa's context, this study adds to the body of literature on the ongoing discussion on the topic of culture and leadership. It is hoped that the findings of the study provide important insights regarding the debate on “western vs non-western” leadership theories.

The universal understanding of leadership and the application of leadership theories across cultures have been an issue of debate for leadership scholars and practitioners around the globe. Many authors argue that the widely used leadership theories are “too western” in value and character (Bass, 1990; Hofstede, 1993; House and Aditya, 1997). This study adds the perspectives of African scholars to the ongoing debate and expands the understanding about leadership across culture.

While extant literature explores the influence of institutions on the national innovation system (NIS), most research has either focused on specific institutional aspects or treated institutions as a unified entity. This study aims to examine the effect of various institutional factors on a country’s NIS.

The conceptual model was empirically validated using regression analysis. The study sample comprised a total of 84 countries.

This study identifies and empirically validates a comprehensive set of institutional factors. It also highlights the significant institutional factors (including political stability, government effectiveness, ease of resolving insolvency and the rule of law) that can help improve a country’s NIS.

The research provides practical implications for organizations and policymakers seeking to understand and foster an innovative culture within the NIS. Policymakers are encouraged to develop a nurturing environment within the NIS by focusing on significant institutional factors. Organizations are encouraged to closely monitor developments in the NIS of a country to make informed strategic decisions at the business, corporate and international levels.