The study's aim is to ascertain the role of contextual influences on leader development among natural scientists in Uganda differ from those of non-scientist leaders in the Ugandan context. The study design, methodology, and approach include a retrospective mixed-methods multi-case comparative case study to examine the leader development lifespan experiences of technical expert scientists holding leadership positions in organizations of different sectors. Purposive sampling was used to select senior expert natural scientists providing sustainability leadership at healthcare organizations, at the Uganda Ministry of Agriculture, Animal Industry, and Fisheries and affiliate agencies. Non-scientist leaders from Uganda Revenue Authority were included as a comparator group. Findings reveal that scientists experience normative behaviors right from their undergraduate levels only focused on technical skills being devoid of soft skills. Research limitations and implications direct to the need for developing leaders through coaching and mentoring, as well as leadership succession planning.
Purpose Although natural science disciplines significantly contribute to sustainable development goals (SDGs), little research attends to how higher education institutions (HEIs) influence the development of leadership skills needed among sustainability leaders. This paper aims to examine the leadership development experiences of natural scientists at the forefront of disciplines associated with SDGs to identify barriers and drivers to sustainability leadership skills development at HEIs. Design/methodology/approach A mixed-methods comparative study was used, integrating qualitative interviews among 21 natural scientists and 11 non-scientists, two focus group discussions and a cross-sectional survey of 221 leaders. The theory of planned behaviour was used as the analytical frame to identify themes emerging from the data as facilitators or barriers to leadership development. Findings There was a statistically significant difference between scientists and non-scientists in the attitudes, beliefs and perceptions that drive participation in leadership development activities. Attitudes belittling leadership skills, limited integration of leadership skills in medical, engineering and agricultural curricula and a social identity of superior learning efficacy impede natural scientist students at HEIs from engaging in leadership development. Research limitations/implications Further research using a larger sample could assess the prevalence and effect of the drivers and barriers on sustainability leadership effectiveness. Practical implications Beyond integrating leadership skills in HEIs curricula, the development of sustainability leadership requires deliberate elevation of the value of leadership skills within natural sciences, specifically by addressing attitudes, beliefs and workload challenges that impede scientists’ engagement in co-curricular activities. Originality/value Integrating multiple disciplines provides generalised insights into the context of leadership development among natural scientists at HEIs. This study identifies specific drivers and barriers affecting leadership development at HEIs in a developing country setting.
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