Inclusive Leadership, Organisational Learning and Project Success of Youth Group Projects in Mbarara District.

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dc.contributor.authorKakuru Peterson Rweyoreka
dc.date.accessioned2026-07-08T12:54:12Z
dc.date.available2026-07-08T12:54:12Z
dc.date.issued2025-12-20
dc.descriptionThis is a master's thesis.
dc.description.abstractThis study investigated the relationships between Inclusive Leadership, Organizational Learning, and Project Success in youth group projects in Mbarara district, Uganda, within the framework of the Knowledge-Based View (KBV) theory. The research aimed to (i) establish the relationship between Inclusive Leadership and Project Success, (ii) examine the relationship between Organizational Learning and Project Success, and (iii) assess the combined contribution of these factors to Project Success. A cross-sectional survey design was employed, targeting 113 youth projects, with data collected from 172 respondents. Spearman correlation was used to assess the relationship between the variables, while Ordinary Least Squares (OLS) regression analysis was conducted to evaluate their predictive power. The results indicated a significant positive correlation between Inclusive Leadership and Project Success, with Inclusive Leadership emerging as a strong predictor in the regression analysis (B = 0.502 < 0.05). However, Organizational Learning, despite showing positive correlations with Project Success, did not significantly predict Project Success when considered alongside Inclusive Leadership (B = 0.015 > 0.05). The combined analysis revealed that while both factors contribute to Project Success, Inclusive Leadership plays a more critical role. These findings suggest that fostering inclusive leadership practices is crucial for the success of youth projects, while also highlighting the need for supportive structures to effectively implement organizational learning. The study concludes that Inclusive Leadership significantly enhances Project Success, particularly in the context of youth group projects in Mbarara district. However, Organizational Learning alone may not be sufficient to drive success without the presence of other supportive factors. The study recommends prioritizing leadership development and creating robust support systems to facilitate the effective application of learned knowledge. Limitations include the use of self-reported data, geographic focus, and the exclusion of other potential predictors. Further research should address these limitations by employing mixed methods, expanding geographic scope, and including additional variables in the analysis.
dc.description.sponsorshipDr. Viola Mpangwire (PhD), (Makerere University Business School) & Mr. Musoke Hassan, (Makerere University Business School)
dc.identifier.citationKakuru, P. R. (2025). Inclusive Leadership, Organisational Learning and Project Success of Youth Group Projects in Mbarara District. (Unpublished master's dissertation). Makerere University Business School, Kampala, Uganda.
dc.identifier.urihttp://hdl.handle.net/20.500.12282/5726
dc.language.isoen
dc.publisherMakerere University Business School
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United Statesen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.titleInclusive Leadership, Organisational Learning and Project Success of Youth Group Projects in Mbarara District.
dc.typeThesis
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