| The purpose of this study was to explore the academic leadership experiences of foreign-born African immigrants who occupied mid- to senior-level positions of leadership in American colleges and universities. The study explored the challenges and opportunities foreign-born African immigrants faced as they aspired and moved through various leadership positions in United States (U.S.) institutions of higher education. Detailed interviews were conducted with six foreign-born African academic leaders who currently or previously occupied academic leadership positions in the United States. Participants were from Ghana, Nigeria, and Kenya, and they occupied academic positions of directors, departmental chair, and associate provost. Seven themes emerged from the data: cultural, family, and individual values, cross-cultural experiences, identity reaffirmation, interpersonal relationships, academic leadership norms, academic leadership challenges, and the current and future status of Africans in academic leadership. Although the effort, speed and challenges of adjustment of the participants varied with the circumstances of individuals, the goals were very similar. The participants had strong personal aspiration, self assurance, and effort to build insurance for success. Four stages of leadership development process for foreign-born African academic leaders in the U.S. were identified: transition, adjustment, leadership, and commitment and contentment. The study concludes by providing recommendations for practice, academic affairs, higher education administration, and African-African American relations. Recommendations for foreign-born African immigrants seeking academic leadership positions were also offered. |
