**1. Introduction**

In a rapid transforming world, universities require a blend of unique features of transformational leadership styles to be innovative, and ensure sustainable performance to succeed. Transformational leadership (TL) have been known to be directive, participative and democratic [1]. Every organization has its strengths, weaknesses, opportunities and threats (SWOT) for which the same applies to technical universities (TUs). Leadership in technical university education has become critical because of intense competitions among tertiary institutions for sustainable performance and innovations. Each staff and student in a tertiary education is a

potential leader and must work towards the vision and goals of the institution. Universities are required to transform people through the generation and application of knowledge, develop technological innovations for the performance and productivity of the institution [2, 3]. Scholars have argued that, there has been a paradigm shift in leadership styles to a more integrated approach for innovations [4, 5]. Other authors argue that, the growing demand for transformational leadership practices in organizations are to ensure high performance and productivity [6–8]. Studies on the qualities of TL emphasizes on its strengths and benefits for innovations, with limited studies on the weaknesses and threats that could hinder performance [7, 9–11].

In Ghana, TUs have undergone many transformational changes and is still underway, which requires TL to address such deficiencies [12]. The transformational changes in TUs, who were formerly polytechnics, began with their establishment in the 1960s as technical institutes to train people in craftsmanship [13]. They were re-designated into polytechnics to run non-tertiary programmes in 1963, and in 1992, the PNDC law 321, upgraded the polytechnics into a tertiary status. In 2007, the Polytechnic Act (Act 745) was passed to replace the PNDC Law 321, for a clear mandate to the polytechnics [12, 14]. The Technical University Act, 2016 (Act 922), converted the polytechnics into TUs to provide high skill training of students for industry [15]. Currently, Ghana has ten (10) public TUs located in ten (10) regions of Ghana.

These status transitions and low performance of the TUs require transformational leadership approaches to stimulate and accelerate the development of TUs in Ghana. This paper therefore aims to develop a conceptual model of the SWOT in TUs in relation to the features of the TL. It contributes to the internal and external environmental conditions which could enhance or hinder performance of TUs in Ghana. With the introduction in the Section 1, the Section 2 discusses the theoretical frameworks, whilst Section 3 presents the methods. Section 4 analyses the results with discussions in Section 5. The limitations to the study is in the Section 6 and the conclusion in the final chapter.

### **2. Theoretical framework**

#### **2.1 Transformational leadership theory**

Many scholars have argued that transformational leadership theory is one of the prominent leadership theories that results in change and innovative work behaviour in organizations [16–20]. It also has been associated with managerial effectiveness during organizational change [1, 21]. The theory has evolved from the great man theory [22, 23], the trait theory [24, 25], the behavioural theory [26], situational theory [27, 28], and the transactional theory [29, 30].

Other scholars have classified TL into four areas: idealized influence, individualized consideration, intellectual stimulation and inspirational motivation [31, 32]. Podsakoff et al. [33] also identified six themes which corroborates with the four categories identified, with additional two on fostering acceptance of group goals and expectation of high performance. This means that, TL is comprehensive, dynamic and continue to expand with seven characteristics identified, which supports the views of earlier scholars. Extended and integrated literature on the seven TL are envisioning a new future (visionary), persistent communication, model desired behaviour, empower employees, meaningful changes and strategy, integrity and creating a sustainable organization (**Figure 1**) [17, 34–37].

*Leadership in a Changing World: Relating Transformational Leadership to Internal… DOI: http://dx.doi.org/10.5772/intechopen.102574*

#### **Figure 1.**

*Characteristics of transformational leadership. Adapted from: Hill and McShane [34].*

*Visionary*: transformational leaders have a different and purposeful future for the organization they lead. This new vision transitions into the strategy and architecture of the organization.

*Persistent communication*: the new vision is communicated to employees consistently. They ensure that, there is information dissemination of their new vision to employees and they adopt and implement the vision. Top-down approach as well as bottom-up approach is accepted in such organization.

*Model desired behaviour*: the transformational leaders lead by example. They practice what they communicate to their employees. Their self-leadership style are exhibited by their followers.

*Empower employee*: the transformational leaders implement the grand strategic vision and by that they motivate employees to be innovate and apply various approaches to enhance organizational performance.

*Meaningful changes*: the changes effected by transformational leaders include the structure, processes, controls and incentives to promote work behaviours that is required to implement their strategic vision.

*Lead with integrity*: transformational leaders believe that they would have followers if people believe and trust their leadership vision. They build reputation for the organization, ensure fairness and firmness and behave in an ethical manner.

*Sustainable organization*: requires that organizations continue to operate efficiently and effectively to ensure continuous operations of the organization.

#### **2.2 SWOT analysis theory**

Theoretically, the SWOT analysis methodology identifies the internal and external environment in which the organization exists [34, 38]. Arguably, the application of SWOT analysis for the TUs is relevant due to the many actors or stakeholders involved.in determining the TL qualities that would promote innovation performance of the TUs. As such the cooperate strengths and opportunities could improve the performance of the TUs whilst the cooperate weaknesses and threats could inhibit performance. The strengths and weaknesses are internal factors and the opportunities and threats the external factors. The main goal of the SWOT analysis is to develop a systematic assessment of the phenomenon which would support decision-making related to strategic dimensions of the goals. In this study the SWOT analysis amount to assessing theoretically, the methodology and application of TLs in TUs. In general, a SWOT helps to develop the assessed phenomenon for further sequences of improved goal achievements and has an exploratory aspect which have not been noticed by other means of analysis. This exploratory force originates from the requirement to identify and distinguish overtly the four different categorization dimensions of the SWOT in the TLs [3].

Nevertheless, the SWOT analysis approach was the appropriate for this research due to the dynamic and comprehensive nature of the TL and the diverse stakeholders associated with the TUs to derive a holistic results on the phenomenon. The SWOT will help identify the total general strengths and opportunities of the TUs as well as the overall weaknesses and threats that could facilitate or inhibit the performance of the TUs.

### **3. Method**

The study adopted the qualitative documentary approach and content analysis. According to Yang and Hwang [39] document review forms part of the qualitative case study. Data was collected from the strategic plans, reports from the vicechancellors, policy documents on the operations of the TUs and sub-committees of ten (10) technical universities in Ghana. The strategic plans and other document of the 10 TUs were employed for the study which covered a 5-year period. It contains the vision, mission, core values, strengths, weaknesses, opportunities, threats and the strategic thrust which exist in the TUs. The TUs implement the strategic plans based on the approval by the TU council. The vice-chancellors, management and staff take full responsibilities of the implementation of the plan. Information was also obtained from the websites of the TUs.

The 10 TUs comprise of Accra, Takoradi, Cape Coast, Koforidua, Ho, Kumasi, Sunyani, Tamale, Wa and Bolgatanga. The northern part consist of three TUs, which are Tamale, Wa and Bolgatanga, whilst the southern part includes Accra, Takoradi, Cape Coast, Koforidua, Ho, Kumasi, and Sunyani.

The focus of the study is a comparative analysis on the strengths and weaknesses of the TUs that affect their environment positively or adversely for performance. A comparison was made on the strengths and weaknesses of the TUs in the southern part as against the northern side. Though interviews and survey may have revealed the individual's perceptions of what strengths and weaknesses exists in the TUs and the style of the TL practiced, the scope of the study is limited to the TU documents for the content analysis.

*Leadership in a Changing World: Relating Transformational Leadership to Internal… DOI: http://dx.doi.org/10.5772/intechopen.102574*
