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Cultivating Authentic Leadership in African Higher Education:
Empowering Ethical and Transformational Student Leaders
1*
Loy Nassanga,
2
Judith Nansobya
1
Faculty of Humanities and Social Sciences, Victoria University, P.O. Box 30866, Kampala.
2
Graduate School, Victoria University, P.O. Box 30866, Kampala.
*Correspondence Author
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0621
Received: 09 October 2025; Accepted: 14 October 2025; Published: 10 November 2025
ABSTRACT
Authentic leadership has increasingly gained recognition as a vital model for nurturing ethical, transformational,
and value-driven leaders in higher education. In the Ugandan context, where institutions of higher learning serve
as critical platforms for shaping future leaders, cultivating authentic leadership among students is essential for
addressing contemporary socio-economic, cultural, and governance opportunities. This paper explores the role
of African higher education institutions in fostering authentic leadership by emphasizing self-awareness,
relational transparency, ethical conduct, and a strong sense of purpose among student leaders. Drawing from
leadership theories and contextual realities, the study highlights how authentic leadership complements
transformational leadership in promoting integrity, accountability, and service-oriented mindsets among young
leaders. The study employed a qualitative research approach with purposive sampling of student leaders. The
paper argues that authentic leadership development in higher education should go beyond theoretical instruction
by integrating experiential learning, mentorship programs, community engagement, and participatory
governance. Such approaches create platforms where students can practice decision-making, resolve conflicts,
and champion initiatives that reflect ethical values and social responsibility. Furthermore, embedding authentic
leadership principles in student governance structures, leadership training curricula, and extracurricular activities
strengthens students’ capacity to lead with empathy, inclusiveness, and resilience. The study also underscores
the importance of institutional commitment to cultivating leadership cultures that prioritize transparency,
dialogue, and shared values. Ultimately, cultivating authentic leadership empowers students to become ethical
and transformational leaders capable of driving positive change, fostering social cohesion, and contributing to
sustainable development. This paper concludes that African higher education institutions hold a unique and
strategic role in shaping future leaders, and investing in authentic leadership cultivation is a critical pathway to
nurturing a generation of student leaders who embody ethical values, inspire trust, and transform societies.
Keywords: Authentic leadership, higher education, student leaders, transformational leadership, ethics.
INTRODUCTION
Leadership development in higher education has become a central focus in contemporary discourse, particularly
in Africa where the demand for ethical, visionary, and transformational leaders continues to grow. Universities
and other higher education institutions are not only spaces for academic excellence but also vital incubators for
cultivating leadership skills that extend beyond the classroom. In a region facing challenges such as corruption,
governance deficits, inequality, and socio-economic transformation (Hassan & Zeb, 2021; Nor & Raheem,
2025), the call for leaders who embody authenticity, integrity, and service to society is more urgent than ever.
Authentic leadership, with its emphasis on self-awareness, relational transparency, balanced decision-making,
and moral grounding (Born et al., 2025), offers a transformative pathway for preparing the next generation of
student leaders in African higher education institutions (Kelly, 2023). Unlike traditional leadership models that
often prioritize authority and control, authentic leadership emphasizes trust, ethical values, and genuine
engagement with others (Shaw, 2023). When nurtured within higher education, it enables students to develop
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leadership identities that are grounded in both personal conviction and social responsibility. Authentic leadership
also aligns closely with transformational leadership (Nassanga, 2024), which seeks to inspire and motivate
individuals towards collective goals. Together, these models provide a strong framework for preparing student
leaders who are not only capable of excelling in academic and professional spaces but are also committed to
driving positive change in their communities and societies. In Uganda, higher education institutions play a vital
role in shaping future leaders. However, student leadership is often influenced by political, cultural, and
institutional factors that impact leadership authenticity. Many student leaders face challenges such as corruption,
favoritism, and external political interference, which hinder ethical leadership. Despite these challenges,
universities are increasingly promoting authentic leadership through leadership training programs, mentorship
initiatives, and governance structures that encourage transparency and accountability (Alshaar, 2023). Victoria
University, one of the most prominent universities in Uganda has begun a campaign of fostering self-awareness,
ethical decision-making, and inclusive leadership as a means of cultivating a new generation of student leaders
committed to integrity, collaboration, and transformational leadership. This paper, therefore, explores the
cultivation of authentic leadership within African higher education as a critical strategy for empowering ethical
and transformational student leaders. It further explores the theoretical underpinnings of authentic leadership,
highlights institutional practices that support its development, and underscores the broader societal impact of
investing in student leadership grounded in authenticity and ethics.
THEORETICAL FRAMEWORK
The study is grounded in the transformational leadership theory (Gezahagn et al., 2024), developed by James
Burns and later expanded by Bernard Bass (Bass, 2015; Khanin, 2007), centers on leaders who inspire and
motivate their followers to achieve exceptional outcomes and exceed their own self-interests. The theory
underscores four core components: idealized influence, where leaders serve as role models of integrity and
purpose; inspirational motivation, which involves articulating a compelling vision that energizes and unites
followers; intellectual stimulation, where leaders encourage creativity, innovation, and critical thinking; and
individualized consideration, which reflects a leader’s commitment to mentoring, supporting, and addressing the
unique needs of each follower. This theory highlights the significance of a compelling vision, individualized
consideration, intellectual stimulation, and inspirational motivation (Bashori et al., 2022). In the same way,
transformational leaders are committed to fostering personal growth and development, encouraging followers to
reach their full potential (Nassanga, 2024). In the context of student leadership, this theory suggests that
institutional support structures such as leadership training, mentorship, and forums are critical for nurturing
transformational leadership qualities (Gupta, 2025). These structures help cultivate student leaders who can
inspire others and drive meaningful change within their communities and organizations through providing
guidance, empowerment, and opportunities for growth. Ultimately, through these dimensions, transformational
leadership fosters environments where individuals not only perform effectively but also grow personally and
professionally. In the context of higher education, particularly student leadership, transformational leadership
theory provides a powerful lens for understanding how institutions can nurture ethical, visionary leaders (Kelly,
2023). Leadership training programs, mentorship initiatives, and inclusive forums serve as crucial support
structures for cultivating these qualities. Therefore, though creating spaces that encourage participation,
dialogue, and problem-solving, institutions empower students to lead with confidence and empathy. Ultimately,
transformational student leaders become catalysts for positive change championing integrity, inclusivity, and
innovation within their academic communities and the wider society.
METHODOLOGY
This study employed a qualitative research design (Jackson et al., 2007) to explore authentic leadership among
higher education students in Africa. It involved gathering in-depth insights into students' leadership experiences,
perceptions, and challenges through semi-structured interviews and focus groups (Allsop et al., 2022). The
research aimed to understand the lived experiences of student leaders, particularly those in student governments,
academic societies, and leadership development programs. The target population for this study consisted of
student leaders of Victoria University in Kampala. (Akkaş & Meydan, 2024) a purposive sampling method was
used to select 30 student leaders who were involved in leadership roles, ensuring a diverse representation of
perspectives. These participants were chosen for their experiences and roles within their institutions, with a focus
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on those whose leadership positions offered rich insights into the development of authentic leadership. Data
collection involved semi-structured interviews and focus group discussions to explore the key dimensions of
authentic leadership (Muhammad, 2015), including self-awareness, relational transparency, internalized moral
perspective, and balanced processing. The interviews were designed to allow participants to reflect on their
leadership journeys, challenges they faced, and the institutional factors that influenced their leadership
development. Focus group discussions provided an additional layer of insight, allowing participants to share and
compare experiences in a group setting, further enriching the data. For data analysis, thematic analysis was
employed to identify recurring themes, patterns, and insights related to leadership experiences and institutional
influences on leadership authenticity. This approach allowed the study to uncover nuanced perspectives on the
role of leadership within higher education, as well as the challenges faced by students in maintaining authenticity
in leadership positions. Ethical considerations were central to this study, ensuring voluntary participation,
informed consent, and confidentiality of all participants. The study adhered to ethical research principles,
prioritizing the safety and well-being of participants throughout the data collection and analysis process (Gold
Nmesoma Okorie et al., 2024). This qualitative approach provided a comprehensive understanding of authentic
leadership among higher education students, offering valuable insights into how leadership is experienced and
cultivated within the context of higher education.
Results
The findings of this study revealed that there are rich insights into the lived experiences, and perceptions of
student leaders at Victoria University in Kampala. They also revealed how students navigate leadership roles
within an academic environment shaped by both opportunities and constraints by highlighting the values, skills,
and ethical principles that student leaders consider essential for effective governance. Overall, the findings
capture the realities of student leadership development by offering lessons that can inform policies and practices
within higher education, and also shed light on the institutional support and structural barriers that influence
leadership growth and practice. Through thematic analysis of the data collected from semi-structured interviews
and focus group discussions, several key themes emerged, highlighting the dimensions of authentic leadership
and the contextual factors influencing student leadership development as shown in Table 1 below.
Core Themes Shaping Authentic Leadership Development
Table 1: Summary of the key themes
Theme
Description
Implication for Student Leadership
Authenticity and
Ethics
Emphasis on integrity, transparency, and
accountability as foundations of leadership.
Builds trust and credibility among peers and
stakeholders.
Institutional
Support
Role of training programs, mentorship, and
participatory governance in nurturing leaders.
Equips students with guidance, confidence,
and capacity for effective leadership.
Transformational
Practices
Student leaders who inspire, motivate, and stimulate
intellectual growth in their peers.
Encourages vision-driven, motivational, and
innovative leadership practices.
Experiential
Learning
Hands-on opportunities through internships, service-
learning, and student-led projects.
Enhances practical leadership skills and
bridges theory with practice.
Inclusivity &
Collaboration
Leadership rooted in diversity, inclusiveness, and
teamwork across student groups.
Promotes unity, fairness, and shared
responsibility in governance.
Challenges &
Barriers
Constraints such as limited resources, weak
mentorship, and political interference in governance.
Identifies gaps that institutions must address
to strengthen student leadership.
Societal Impact
Student leaders’ role as future change agents for
community development and governance.
Extends leadership beyond campus to societal
transformation and ethical nation-building.
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Table 1 presents the key themes that emerged from the research on cultivating authentic leadership in African
higher education. The findings reveal that authenticity and ethical conduct form the foundation of effective
student leadership, reinforcing the importance of integrity, transparency, and accountability. Institutional support
through leadership training, mentorship, and participatory governance was identified as a crucial enabler for
developing leadership competencies. Similarly, experiential learning opportunities, such as internships and
community engagement, were shown to provide students with practical spaces to apply leadership principles.
Inclusivity and collaboration emerged as central themes, demonstrating the role of diversity and teamwork in
strengthening student governance. At the same time, challenges such as resource limitations, inadequate
mentorship, and political interference were recognized as barriers that must be addressed to sustain authentic
leadership practices. Importantly, the study highlighted the broader societal impact of student leadership, with
student leaders perceiving themselves as change agents capable of contributing to ethical governance and social
transformation in Africa. Collectively, these themes underscore the strategic role of higher education institutions
in fostering ethical and transformational leadership cultures that empower students to become visionary leaders
both within and beyond academic spaces.
Authenticity and ethics form the cornerstone of student leadership within higher education. Authentic leaders
demonstrate integrity, honesty, and transparency in their actions and decisions, which helps them gain the trust
and confidence of their peers. In African universities, where issues of corruption, favoritism, and weak
governance structures often spill into student leadership spaces, authentic leadership becomes even more critical.
Students who embraced authenticity serve as role models by aligning their values with their behaviors, thereby
inspiring confidence and credibility in governance. Ethical leadership also promoted accountability, ensuring
that student leaders make decisions based on fairness, justice, and the collective good rather than personal gain.
Ethical decision-making was also identified as a fundamental aspect of authentic leadership, requiring leaders to
act with integrity and fairness. Participants shared experiences of facing moral dilemmas, where they had to
balance institutional policies, peer expectations, and their own ethical beliefs. This was also highlighted during
a focus group discussion with one of the student leaders who reported that;
"…sometimes, leadership requires making tough decisions that may disappoint some, but integrity demands
staying committed to ethical principles. It’s not always easy to balance differing opinions, yet a true leader
prioritizes fairness and the greater good. Even when faced with criticism, staying true to what is right ultimately
earns long-term respect and trust…"
Many student leaders credited their strong ethical values to deeply rooted cultural traditions that emphasized
integrity, respect, and community responsibility. They also highlighted the role of religious beliefs in shaping
their moral compass, guiding them to lead with honesty and fairness. Additionally, mentorship from faculty
members and senior student leaders played a crucial role in reinforcing ethical decision-making. These mentors
provided valuable guidance, helping them navigate complex leadership challenges while staying true to their
principles. Therefore, within the framework of authentic leadership theory, this theme underscores the
significance of self-awareness and moral grounding as essential traits for student leaders. Hence through
practicing ethical leadership, students not only strengthen governance structures on campus but also prepare
themselves for future leadership roles in society, where trust, transparency, and integrity are vital for sustainable
development and good governance.
Institutional support emerged as another vital theme in cultivating student leadership. Universities play a critical
role in providing the resources, mentorship, and structures necessary for leadership development. Leadership
training programs, workshops, and mentorship initiatives help student leaders acquire the practical knowledge
and skills they need to effectively govern, manage conflicts, and inspire others. Participatory governance
structures, such as student councils and senate representation, also give students opportunities to engage in real
decision-making processes that mirror national leadership roles. In many higher education contexts, however,
the absence of structured support leaves student leaders ill-prepared to navigate the complex challenges of
governance. Transformational leadership theory emphasizes the importance of empowerment and guidance,
which institutions can provide through supportive frameworks. By investing in leadership development,
universities equip students with confidence, critical thinking abilities, and ethical reasoning. Institutional support
thus creates an enabling environment where students can practice authentic and transformational leadership,
preparing them not only for campus governance but also for societal leadership roles after graduation.
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Transformational leadership practices were identified as key drivers of effective student leadership. Student
leaders who demonstrated the ability to inspire peers, articulate a clear vision, and motivate others were seen as
more successful in mobilizing collective action and fostering positive change. Transformational leadership
encourages innovation and problem-solving, which is particularly important in addressing challenges within
higher education, such as limited resources, student welfare issues, and governance concerns. Leaders who
embody this style also show individualized consideration by mentoring and supporting their fellow students,
creating a culture of inclusivity and empowerment. In African higher education, where leadership is often viewed
through hierarchical or authoritarian lenses, transformational practices represent a shift toward more
participatory and collaborative models. This aligns with authentic leadership by combining ethical grounding
with visionary influence. By nurturing transformational practices, universities can prepare student leaders who
not only thrive within campus environments but also emerge as future leaders capable of driving social and
economic transformation across Africa.
Experiential learning plays a critical role in strengthening student leadership capacity. Leadership cannot be
cultivated solely through theory; it requires real-world opportunities for practice and reflection. Students who
engaged in internships, service-learning projects, community initiatives, or student-led organizations gained
first-hand experiences in leadership roles that challenged them to make decisions, solve problems, and work
collaboratively. Such experiences allowed them to apply leadership principles in practical contexts, bridging the
gap between academic learning and real-life challenges. Experiential learning also promoted resilience,
adaptability, and innovation, as students often encountered unexpected situations that tested their leadership
abilities. The traditional learning models often prioritize theory over practice, hence experiential learning
provided a powerful platform for nurturing authentic and transformational leadership. By giving students the
opportunity to engage with communities, advocate for peers, and implement initiatives, institutions foster leaders
who are grounded in social responsibility, ethical values, and practical skills. Ultimately, experiential learning
equips students to become well-rounded leaders who can navigate the complexities of both academic and societal
environments.
Inclusivity and collaboration were highlighted as essential themes for authentic student leadership. Effective
leadership in higher education requires embracing diversity in gender, culture, religion, and socio-economic
backgrounds. Student leaders who adopted inclusive practices ensured that all voices were heard, creating a
sense of belonging and fairness within the governance structures. Collaboration, on the other hand, strengthened
teamwork and collective problem-solving, hence enabling student leaders to build coalitions that address shared
challenges. Diversity among African universities reflects the authentic leadership principle of relational
transparency, where leaders openly engage with others, value diverse perspectives, and foster trust. Similarly,
collaborative leadership also mirror transformational leadership by motivating peers to work towards common
goals rather than pursuing individual interests. In the process of cultivating inclusivity and collaboration, student
leaders not only strengthened unity on campus but also gained skills necessary for navigating multicultural and
pluralistic societies, positioning themselves as ethical and socially responsive leaders.
While the research highlights positive leadership practices, it also acknowledges the challenges and barriers that
hinder authentic leadership development. Limited institutional resources, weak mentorship structures, political
interference in student governance, and lack of leadership training are some of the obstacles faced by student
leaders. These challenges often create environments where student governance becomes reactive rather than
visionary. In some cases, political influence undermines student autonomy, leading to leadership cultures
characterized by conflict or opportunism rather than ethics and authenticity. Such barriers reflect gaps in
institutional commitment to leadership development, which in turn limit students’ ability to practice authentic
and transformational leadership. Recognizing these challenges is crucial, as they highlight areas where reform
is needed. Addressing resource constraints, strengthening mentorship, and safeguarding student governance from
external interference are vital steps for enabling authentic leadership and creating more supportive ecosystems
for cultivating leaders who embody ethical values, resilience, and social responsibility.
One of the most significant findings of the study is the recognition of the broader societal impact of student
leadership. Student leaders view themselves not only as campus representatives but also as future change agents
with responsibilities that extend into their communities and nations. Through authentic and transformational
leadership, students learn to advocate for justice, equity, and sustainable development, values that are critical for
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the nation’s socio-economic growth. Their involvement in governance, community projects, and advocacy
initiatives provide them with skills and perspectives that prepare them for leadership beyond higher education.
The societal impact theme emphasizes that universities are not just training grounds for academic success but
also for civic responsibility. By producing leaders who embody ethics, inclusivity, and innovation, higher
education institutions contribute directly to building stronger governance systems and socially responsible
citizens. This theme reinforces the importance of leadership cultivation as an investment not only in students’
personal development but also in Africa’s long-term transformation. Ultimately, the findings suggest that
authentic leadership among higher education students is shaped by a combination of personal introspection,
ethical decision-making, institutional support, and external challenges. While many student leaders strive to
embody authenticity, they often navigate complex institutional and social dynamics that influence their
leadership experiences. These insights contribute to a deeper understanding of leadership development within
higher education governance and highlight the need for enhanced institutional support to cultivate authentic
student leaders.
Summary of the Discussion of Results
The findings of this study underscore the strategic role of African higher education institutions in cultivating
authentic and transformational student leadership. Several key themes emerged from the research, reflecting both
the opportunities and challenges of empowering student leaders. Central to the findings was the theme of
authenticity and ethics, which highlighted the importance of integrity, transparency, and accountability as the
foundations of credible student leadership (Syafaruddin, 2024). Leaders who demonstrated authenticity were
more likely to build trust among their peers and inspire confidence in governance processes. The study also
revealed that institutional support structures, such as mentorship, leadership training, and participatory
governance, play a vital role in shaping students’ leadership capacity (Sipahioglu, 2025). Without such support,
students often lack the confidence and skills needed to practice authentic leadership effectively. Transformational
leadership practices further emerged as essential, with student leaders who articulated visions, inspired peers,
and encouraged intellectual growth being recognized as more effective and impactful (Kilag et al., 2024;
Thadathil, 2024). Experiential learning opportunities were equally significant, offering students practical
platforms to apply leadership principles in real-world contexts through service-learning, internships, and student-
led projects. In addition, inclusivity and collaboration stood out as critical values, emphasizing the need for
student leaders to embrace diversity, foster teamwork, and ensure equitable participation across different groups.
Despite these positive findings, the study identified persistent challenges and barriers, including limited
resources, weak mentorship structures, and political interference in student governance. These obstacles
undermine authentic leadership development and highlight the need for institutional reforms (Jiewen et al.,
2024). Nevertheless, the research emphasized the societal impact of student leadership, with many student
leaders viewing themselves as future change agents responsible for contributing to community development,
ethical governance, and national transformation (Dick et al., 2023). Overall, the discussion confirms that higher
education institutions hold a unique mandate in shaping the next generation of ethical, visionary, and socially
responsible leaders. By strengthening institutional support, promoting experiential learning, and embedding
authentic and transformational leadership principles, African universities can empower students to not only
govern effectively on campus but also contribute meaningfully to societal transformation.
RECOMMENDATION
It is recommended that in order to foster authentic leadership among higher education students in Africa,
universities should implement structured leadership development programs that emphasize self-awareness,
ethical decision-making, and relational transparency. These programs should be integrated into academic
curricula and extracurricular activities to ensure practical application. Secondly, mentorship initiatives should be
strengthened by pairing student leaders with experienced mentors who exemplify authentic leadership. This will
provide guidance, support, and role models for ethical leadership. Higher education institutions should also
establish transparent governance structures that encourage student participation in decision-making processes.
Providing leadership training on accountability and ethical governance will help student leaders navigate
institutional challenges effectively. Additionally, universities should promote a culture of integrity by enforcing
policies that discourage corruption and external political influence in student leadership. Creating safe spaces
for open discussions on leadership challenges can further support students in developing authentic leadership
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qualities. By implementing these strategies, universities can cultivate a new generation of ethical and
transformative leaders. Lastly, it is recommended that further studies should focus on the impact and the
magnitude of authentic leadership among post-student-leaders.
CONCLUSION
Authentic leadership is essential for fostering ethical, transparent, and effective student leadership in higher
education institutions across Africa. This study highlights the importance of self-awareness, moral integrity, and
relational transparency in shaping student leaders who can positively influence their academic communities.
Despite challenges such as political interference and institutional constraints, universities can play a crucial role
in nurturing authentic leadership through mentorship, leadership training, and governance reforms. By
prioritizing ethical leadership development, higher education institutions can equip students with the skills and
values needed to become transformational leaders who contribute to positive societal change beyond the
university setting.
Ethical consideration
Ethical approval for this study on authentic leadership was obtained from the Institutional Research Ethics
Committee of Victoria University, Kampala. The approval ensured that the research adhered to the highest ethical
standards, including informed consent, confidentiality, voluntary participation, and respect for participants’
rights. All participants were informed about the study’s purpose and their freedom to withdraw at any time
without consequence. The study was conducted in accordance with the established ethical guidelines for
academic research.
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