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Destructive leadership behaviors among heads of departments in higher education: perceptions of subordinates in Ghana
How sub-saharan african countries students choose where to study abroad: The case of benin
Destructive leadership behaviors among heads of departments in higher education: perceptions of subordinates in Ghana
by Salifu, Inusah
Although the phenomenon of destructive leadership is ubiquitous and its negative impact on the higher education (HE) sector is global, it is still an area underexplored, and the few studies on it focus attention predominantly on the HE context of the developed world. This study used the HE context of Ghana as an example of a developing country to determine, from subordinate perceptions, the prevalence of destructive leadership behaviors among heads of departments (HoDs). Five hundred and forty-six respondents from 180 higher education institutions across the country were involved in a cross-sectional survey based on a modified version of the Destructive Leadership Questionnaire (DLQ). The research found that although subordinates generally thought the behaviors of HoDs in Ghanaian HE were destructive, the perceptions varied significantly according to the type of institution. Also, subordinates' statuses and demographics influenced how they perceived the destructive leadership behaviors of HoDs. Furthermore, gender, age, and years of employment significantly varied with the perceived prevalence of destructive leadership behaviors of HoDs in Ghanaian HEIs. The research mainly recommended a more nuanced approach to dealing with the phenomenon of destructive leadership so that the public and private dichotomy in the prevalence of destructive leadership behaviors in global HE may be addressed.
How sub-saharan african countries students choose where to study abroad: The case of benin
by Magbondé G.K.
This article provides new evidence on how students choose a country of destination to conduct their academic studies. Based on a multinomial logistic model, it examines the contribution of the quality of education, institutions and the host country’s economic factors to the choice of the destination country. The results indicate that quality education and institutions in the host country are the reasons why students show preference for Western countries-North America and the EU. On the other hand, China is chosen as a destination country for its quality of education-compared to Benin-and not because of its institutional infrastructure. Furthermore, the results do not confirm the hypothesis that African student migration is poverty-driven, as economic factors do not affect the choice of any destination country. © 2021 by the author.
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