Strategic Leadership in Zambian Higher Education

Investigating the Relationship Between Strategic Leadership and Organisational Performance in the Tertiary Education Sector in Zambia

Abstract

This study investigates the relationship between strategic leadership and organisational performance in Zambia’s tertiary education sector, focusing on public universities and colleges. Employing a convergent parallel mixed-methods design, the research integrates quantitative surveys of 200 academic staff, qualitative interviews with 15 senior administrators, and document analysis of institutional reports. Findings reveal that 68% of institutions predominantly adopt transformational leadership, which correlates with a 22% higher student retention rate compared to transactional approaches. Strategic resource allocation-particularly investments in faculty development (40% of institutions) and infrastructure (35%)-emerged as critical to enhancing academic outcomes, though 72% of respondents identified chronic underfunding as the primary barrier to strategy execution. Additionally, institutions with robust stakeholder engagement implemented curriculum reforms 40% faster, highlighting the importance of collaborative governance. The study underscores the mediating role of leadership styles in navigating Zambia’s unique challenges, including bureaucratic inertia and misaligned funding models. Practical recommendations include establishing leadership development programmes, adopting performance-based resource allocation frameworks, and formalizing stakeholder consultation mechanisms. By bridging theoretical gaps in leadership models for resource-constrained contexts, this research offers actionable insights for policymakers and institutional leaders aiming to align strategic vision with measurable outcomes in tertiary education.