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Top1. Introduction
Sustainable leadership is defined as improved preservation and development of an extensive all- round learning for prosperity while catering for achievement of future targets through the use of ways that do not hurt institutional workers but at the same time provide both positive and promising future achievements (Hargreaves, 2007). In the era of increased accountability, the knowledge economy poses greater challenges to educational institutions for instance, creation of new knowledge, curriculum change, staff development, preservation of institutional norms, customer care, achievement of institutional mission and vision, performance indicators, and quality services (Davies, 2005). These challenges do not only call for a shift in institutional performance and endurance to new changes, but also require better positioning of higher educational institutions on the world market so as to provide solutions to their societies and preserve the natural world settings. Since leadership plays a pivotal role at the helm of higher educational institutions’ performance, thus it is required to be continuous and sustainable in nature and practices so as to drive the staff towards achievement of institutional targets (Cook, 2014). Meanwhile, in the recent past higher education institutions have been experiencing moments of change and transformation. These forces of transformation and change are engineered by the globalisation competition and high demands on the side of customers. This is because institutions of higher learning are seen as hubs for both required human capital and skills towards moving the current generation to the next one (Lambert, 2012a). However, Higher education institutions cannot achieve their best in terms of performance and effective leadership sustainability without proper proven procedures and comfortable routines that enable organisations’ staff to take risks and work diligently towards institutional change (Cook, 2014; Davies, 2005; Hargreaves, 2007; Lambert, 2012a). Notwithstanding, it is imperative that higher education institutions get prepared and address the challenges that they are facing, which are ‘’time bombs’’ within institutions sustainable leadership. This can be done by exposing the future leadership through the nature of work and roles that are needed from individuals and developed for that purpose to take on the next generation of higher education leadership (Brundrett, 2011).