A systems approach for enhancing entrepreneurial leadership in learning for Zimbabwe : the case of Hilbright Science College in Harare and Mutare

Abstract

This thesis argues for Entrepreneurial Leadership as a key intervention in leapfrogging students to match the demands of the ever-changing complex environment. Present challenges include the churning out of school leavers and graduates that fail to meet the socio-economic, and the changing workforce demands. The argument made is that while many studies have concentrated on curricular transformation, these changes have failed to cope with a dynamic world that is volatile, uncertain, complex and ambiguous. The reality is that apart from the world being dynamically complex, it consists of multiple integrated and interrelated systems that are influenced by the deep underlying relationships, with feedback loops characterised by mutual and circular causality. In addition, Technology has not only continued to redefine boundaries and norms, but has also compounded the challenges of the complex environmental context which is nonlinear, open, recursive and emergent. Using qualitative action research, Soft Systems Methodology and System Dynamics at Hilbright Science Colleges in Zimbabwe, this research used these interpretive systems approaches in exploring ways in which the curriculum could be improved for Entrepreneurial Leadership. Semi-structured interviews and focus groups were used to explore the underlying leverage points for intervention. Nine conceptual models for enhancing EL in learning were developed, and evaluated through focus group workshops. An evaluation of the conceptual models informed the participants of the dynamics of the interacting variables, interdependencies, feedback systems within the learning system and the deep leverage points that were most likely to produce desirable change. This study proposes mainstreaming a ‘systemic entrepreneurial leadership’ approach in learning. A relook at the assumptions, beliefs and values coupled with teaching ‘for’ entrepreneurial leadership is proposed for influencing perspectives, pedagogy, and learning outcomes. This thesis confirms that system changes are non-linear, independent and emergent.