Ethics power for effective leadership in the academia
The current study highlights Ghanaian universities’ heads of department’s ethical principles and the influence on the attainment of departmental goals. Two reputable universities were selected as the focal of the study. The purpose of the study was to motivate ethical leadership practices as essenti...
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| Published in | International journal of ethics education Vol. 8; no. 1; pp. 5 - 28 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Cham
Springer International Publishing
01.06.2023
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| Subjects | |
| Online Access | Get full text |
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| Abstract | The current study highlights Ghanaian universities’ heads of department’s ethical principles and the influence on the attainment of departmental goals. Two reputable universities were selected as the focal of the study. The purpose of the study was to motivate ethical leadership practices as essential ingredients for the attainment of departmental goals. The empirical data set was generated through a number of individual face-to-face interviews with thirty heads of departments in two universities in Ghana to explore their ethical practice. Thematic analysis was used for the data analysis. It was found among others that ethical principles influence departmental goal attainment. The conclusion drawn from the findings brought to fore that leadership ethics was central to leaders’ goal attainment thus ought to be enforced. The current study is useful for educational researchers and policymakers, educationists and educational leaders such as heads of departments, dean of faculties/schools, lecturers and other stakeholders interested in educational leadership ethics. The paper can also inform policy on leadership studies and development and help design best practices of leadership in universities. It is recommended that educational leaders be mindful of ethical values since they influence the attainment of their goals. There is a novel leadership ethics and goal attainment framework developed by the researcher that speaks volumes regarding the subject-matter. It is a major contribution to scholarship in the leadership literature. |
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| AbstractList | The current study highlights Ghanaian universities’ heads of department’s ethical principles and the influence on the attainment of departmental goals. Two reputable universities were selected as the focal of the study. The purpose of the study was to motivate ethical leadership practices as essential ingredients for the attainment of departmental goals. The empirical data set was generated through a number of individual face-to-face interviews with thirty heads of departments in two universities in Ghana to explore their ethical practice. Thematic analysis was used for the data analysis. It was found among others that ethical principles influence departmental goal attainment. The conclusion drawn from the findings brought to fore that leadership ethics was central to leaders’ goal attainment thus ought to be enforced. The current study is useful for educational researchers and policymakers, educationists and educational leaders such as heads of departments, dean of faculties/schools, lecturers and other stakeholders interested in educational leadership ethics. The paper can also inform policy on leadership studies and development and help design best practices of leadership in universities. It is recommended that educational leaders be mindful of ethical values since they influence the attainment of their goals. There is a novel leadership ethics and goal attainment framework developed by the researcher that speaks volumes regarding the subject-matter. It is a major contribution to scholarship in the leadership literature. |
| Author | Asamoah, Moses Kumi |
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| Cites_doi | 10.1080/1062726X.2012.626132 10.1016/j.leaqua.2006.10.004 10.5465/amr.2005.15281435 10.1002/job.138 10.1016/j.leaqua.2008.03.002 10.1177/0149206306294258 10.1080/15416518.2014.969366 10.1177/014920638901500207 10.1007/s10551-014-2162-3 10.1108/09578230510625719 10.1080/15700760903216174 10.1007/s10551-015-2905-9 10.1016/j.obhdp.2005.03.002 10.1017/CBO9780511626562.021 10.1037/h0027347 10.1080/21507716.2012.751070 10.1016/j.obhdp.2008.04.002 10.1177/0013161X11436273 10.1007/BF00870559 10.1016/S0277-9536(99)00350-0 10.1080/15700760903511798 10.1191/1478088706qp063oa 10.1177/1534484303257985 10.5465/amr.1995.9507312923 10.2753/PIN1099-9922160205 10.1037/h0056314 10.1177/1059601111401017 10.1016/S1048-9843(99)00013-2 10.1002/hrm.20298 10.1016/j.leaqua.2013.11.005 10.2224/sbp.2011.39.3.361 10.1016/j.leaqua.2010.12.007 10.1016/j.leaqua.2004.06.001 10.1037/cap0000147 10.1037/a0015848 |
| ContentType | Journal Article |
| Copyright | The Author(s), under exclusive licence to Springer Nature Switzerland AG 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. |
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| Keywords | Leadership Ethics Educational ethics Educational leadership Goal attainment Education |
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