Strategic and Critical Thinking in Multi-Level Leadership: A Systematic Review of Practices and Effectiveness in Ugandan Higher Education Institutions (HEIs)

Abstract

This systematic review examines how strategic and critical thinking across executive, line, middle, and lower-level leadership affects institutional effectiveness in higher education, with emphasis on Ugandan Universities. Drawing on international and regional literature on managerial competencies, adaptive and strategic leadership, middle management, and institutional innovation, it identifies the core thinking skills, leadership practices, and structural conditions that shape performance, adaptability, innovation, and equity. Methods: A PRISMA-guided review of peer-reviewed studies from major databases was conducted using keywords related to strategic/critical thinking, leadership, higher education, Uganda, and institutional effectiveness. Eligible studies provided empirical or robust conceptual analysis of leadership roles, thinking, decision-making, and institutional outcomes. Results: Conceptual and strategic thinking, evidence-informed decisions, and critical problem framing consistently enhance organisational performance, resilience, and innovation, yet remain weakly embedded in Ugandan public universities. Adaptive leadership is limited, decision-making systems are fragile, and middle/line managers are constrained by inadequate preparation, bureaucracy, and scarce resources. Conclusion and recommendations: Multi-level effectiveness requires integrating strategic and critical thinking across all leadership tiers and aligning structures, culture, and data systems to support these capabilities. The review proposes a multi-level analytical framework and calls for structured leadership development, institutionalisation of adaptive and evidence-based leadership, and governance reforms to reduce bureaucracy, strengthen decision-making, and foster inclusive, critically reflective cultures in Ugandan Higher Education Keywords: Strategic Thinking, Critical Thinking, Multi-level Leadership, Managerial Competencies, Institutional Effectiveness, Evidence-based Leadership, Ugandan Higher Education Institutions (HEIs).