Visionary Leadership and Social Innovation in Public Universities in Tanzania

Abstract

Visionary leadership is increasingly seen as a key factor in fostering social innovation in higher education, especially in contexts where universities are expected to support national development. In Tanzania, public universities are crucial for tackling challenges such as unemployment, poverty, gender inequality, and environmental issues. Drawing on values-based and transformational leadership theories, this study examined the relationship between visionary leadership and social innovation in Tanzanian public universities. A convergent mixed-methods approach was used, combining survey data from academic and administrative staff with interviews involving university leaders and stakeholders. Results showed a strong, significant positive correlation between visionary leadership and social innovation (R = 0.742), with leadership practices accounting for 55.5% of the variance in social innovation outcomes. Factor analysis identified five key aspects of visionary leadership: strategic direction, inspiration and motivation, commitment to institutional values, creativity, and fostering innovation, with factor loadings ranging from 0.712 to 0.751. Qualitative results illustrated how visionary leaders implement ethical and institutional values through innovation hubs, community projects, and collaboration platforms aligned with national goals, including Tanzania’s Vision 2050. However, challenges like leadership inconsistency and resource shortages hinder the growth of social innovation efforts. The study suggests that strengthening visionary, values-focused leadership is vital for boosting the social innovation capacity of Tanzanian public universities and positioning them as drivers of sustainable social change.