Scholarlink

Purpose <p>In post-conflict nations, leadership in Higher Education Institutions (HEIs) is pivotal for shaping the institutional culture necessary for national development. However, there is a lack of empirical research investigating how specific leadership behaviors influence cultural formation in such contexts. This study aimed to empirically determine the influence of specific leadership styles, as defined by Path-Goal Theory (PGT), on the development of distinct organizational culture types, as defined by the Competing Values Framework (CVF), within Somaliland’s HEIs.</p> Design/methodology/approach <p>A quantitative, cross-sectional survey design was employed. Data were collected from 266 academic staff across six major universities in Somaliland using validated instruments for leadership styles (Directive, Supportive, Participative, Achievement-Oriented) and organizational culture types (Control, Collaborate, Create, Compete). The hypothesized relationships were tested using Structural Equation Modeling (SEM) after confirming the validity of the measurement models.</p> Findings <p>Leadership styles were found to be strong predictors of organizational culture, collectively explaining a significant portion of its variance (R<sup>2</sup> ranged from .50 to .54). Achievement-Oriented and Supportive leadership styles emerged as the most influential, positively and significantly impacting all four cultural dimensions. Participative leadership enhanced internally focused cultures (Collaborate, Create, Control) but not the external Compete culture. Notably, Directive leadership, despite being the most frequently perceived style, had the least impact, significantly influencing only the Collaborate culture.</p> Originality/value <p>This study provides the first empirical evidence of the specific links between PGT leadership styles and CVF cultures in a post-conflict African higher education context. It reveals a critical disconnect between common practice (Directive leadership) and effective cultural development (Supportive and Achievement-Oriented leadership). The findings offer a clear, evidence-based framework for policymakers and institutional leaders to design targeted leadership development programs that can cultivate the robust cultures needed for institutional growth and success.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Leadership as cultural architect: a path-goal theory analysis of leadership styles and organizational culture in Somaliland higher education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月24日

查看全文
  • Mukhtaar Axmed Cumar,
  • Befekadu Zeleke Kidane,
  • Dawit Negassa Golga,
  • Feyera Dinsa

摘要

Purpose

In post-conflict nations, leadership in Higher Education Institutions (HEIs) is pivotal for shaping the institutional culture necessary for national development. However, there is a lack of empirical research investigating how specific leadership behaviors influence cultural formation in such contexts. This study aimed to empirically determine the influence of specific leadership styles, as defined by Path-Goal Theory (PGT), on the development of distinct organizational culture types, as defined by the Competing Values Framework (CVF), within Somaliland’s HEIs.

Design/methodology/approach

A quantitative, cross-sectional survey design was employed. Data were collected from 266 academic staff across six major universities in Somaliland using validated instruments for leadership styles (Directive, Supportive, Participative, Achievement-Oriented) and organizational culture types (Control, Collaborate, Create, Compete). The hypothesized relationships were tested using Structural Equation Modeling (SEM) after confirming the validity of the measurement models.

Findings

Leadership styles were found to be strong predictors of organizational culture, collectively explaining a significant portion of its variance (R2 ranged from .50 to .54). Achievement-Oriented and Supportive leadership styles emerged as the most influential, positively and significantly impacting all four cultural dimensions. Participative leadership enhanced internally focused cultures (Collaborate, Create, Control) but not the external Compete culture. Notably, Directive leadership, despite being the most frequently perceived style, had the least impact, significantly influencing only the Collaborate culture.

Originality/value

This study provides the first empirical evidence of the specific links between PGT leadership styles and CVF cultures in a post-conflict African higher education context. It reveals a critical disconnect between common practice (Directive leadership) and effective cultural development (Supportive and Achievement-Oriented leadership). The findings offer a clear, evidence-based framework for policymakers and institutional leaders to design targeted leadership development programs that can cultivate the robust cultures needed for institutional growth and success.