Adaptive and Innovation-Driven Leadership Practices in the Public Sector: Evidence from Middle-Level Leaders in Ethiopian Higher Education Institutions

Abstract

This study examined adaptive and innovation-driven leadership practices among middle-level leaders in higher education institutions in Ethiopia. The objective was to assess the extent of these practices, identify influencing factors, and evaluate the role of middle-level leaders in implementing institutional strategies. The study is relevant in the context of increasing demands for responsive, efficient, and innovation-oriented higher education systems. A mixed-methods approach with a descriptive research design was used. Data were collected from selected public universities using stratified sampling for institutional selection, while simple random and purposive sampling techniques were applied for respondents and departments. Quantitative data were gathered through structured questionnaires, and qualitative data were collected through interviews and document analysis. Quantitative data were analyzed using descriptive and inferential statistics with SPSS, while qualitative data were analyzed thematically. The findings revealed that middle-level leaders demonstrate moderate adaptive leadership practices, mainly in routine coordination and problem-solving. However, significant gaps were identified in proactive adaptability, strategic responsiveness, and anticipatory decision-making. Similarly, innovation-driven leadership practices were found to be weak and inconsistently applied, particularly in areas of experimentation, creativity, and institutional innovation. These gaps were mainly attributed to bureaucratic rigidity, limited autonomy, inadequate resources, and insufficient leadership development support. The study concludes that both adaptive and innovation-driven leadership practices are not yet fully developed among middle-level leaders, thereby limiting institutional transformation and responsiveness. The study recommends that universities should strengthen leadership capacity by integrating continuous and practice-oriented training programs that focus on adaptive thinking and innovation skills, while also redesigning institutional governance systems to delegate greater decision-making authority to middle-level leaders. In addition, higher education institutions should establish structured innovation support mechanisms such as internal grants and collaborative platforms to encourage experimentation and problem-solving. Furthermore, leadership performance systems should be aligned with adaptive and innovation outcomes and a collaborative organizational culture should be fostered through regular cross-departmental engagement and knowledge-sharing practices. These measures should be implemented through coordinated efforts between institutional leadership and national higher education authorities to ensure sustainable leadership transformation.