Title Page

ABSTRACT

Content

Abbreviations 12

CHAPTER 1. INTRODUCTION 13

1.1. Statement of Problem and Need 13

1.2. Statement of Purpose 14

1.3. Definition of Key Words and Terms 15

1.3.1. BPSS leadership. 15

1.3.2. Ghana. 16

1.3.3. Corruption. 18

1.3.4. Leadership. 19

1.3.5. Education 19

1.3.6. The Fourth Industrial Revolution Era 20

1.3.7. 'Mirae Journal' 20

1.3.8. Intellect, Emotion, and Volition (IEV) 21

1.4. Stakeholders 22

CHAPTER 2. CONTEXT OF THE PROJECT 23

2.1. Corruption in Ghana 23

2.1.2. Types of Corruption 24

2.1.3. Causes of Corruption in Ghana 27

2.1.4. Consequences of Corruption 28

2.2. Education and leadership in Ghana 29

2.2.1. Corruption in the educational sector of Ghana 32

2.2.2. The consequences of corruption in the educational sector in Ghana 33

2.2.3. Ghana's preparedness for the Fourth Industrial Revolution Era 34

CHAPTER 3. LEADERSHIP THEORIES 36

3.1. Definition of Leadership 36

3.2. Theories of Leadership 37

3.2.1. Trait Theory 38

3.2.2. Contingency Theories (Situational) 39

3.2.3. Style and Behavior Theory 40

3.2.4. Transactional Theory 41

3.2.5. Transformational Theory 42

3.2.6. Servant leadership theory 43

3.3. Application of leadership 45

3.4. A brief literature review 46

3.5. Scope and Limitations 48

CHAPTER 4. BPSS AND THE NEW ERA 50

4.1. Introduction 50

4.2. BPSS 50

4.3. The Fourth Industrial Revolution Era 53

4.4. Principles of eBPSS 58

4.4.1. A Person with a Big Picture 59

4.4.2. BPSS and Peter Drucker's Five Questions 59

4.4.3. Mission 60

4.4.4. Customer 62

4.4.5. Customer Value 63

4.4.6. Plan 64

4.4.7. The Balanced Leader 65

4.4.8. The Holistic Person 66

4.5. Generation Z and the Fourth Industrial Revolution Era 67

CHAPTER 5. BIBLICAL AND THEOLOGICAL BASIS 76

5.1. Introduction 76

5.2. Jesus Christ the Perfect Servant-Leader 77

5.3. Why we need God in the Fourth Industrial Revolution Era 78

5.4. Conclusion 79

CHAPTER 6. METHODS OF RESEARCH 80

6.1. Qualitative Research 80

6.2. Quantitative Research 81

6.2.1. The Difference between Quantitative and Qualitative Data 81

6.3. The Data Collection Process 81

6.3.1. Face to Face interviews 87

CHAPTER 7. FINDINGS AND RESULTS 88

7.1. Introduction 88

7.2. Survey Target Audience 89

7.3. Measuring tool 90

7.4. Analysis 94

7.4.1. Average comparison of the IEV. 94

7.4.2. Degree of improvement according to each item of the IEVP 95

7.4.3. Degree of improvement of the IEVP according to gender 97

7.4.4. Degree of improvement of IEVP between adults and adolescents 98

7.4.5. The degree of improvement of IEVP according to the number of participations 99

7.4.6. The degree of improvement of the IEVP according to the number of 'volitional' practices 101

7.5. Survey Results in Ghana 104

7.5.1. Demographic and sociological characteristics of the subject 104

7.5.2. Leadership crisis in Ghana 106

7.5.3. Leadership crisis and corruption issues we face in the country 107

7.5.4. A critical look of leadership and performance in fighting corruption in Ghana 109

7.5.5. A new form of education to solve the problem of corruption in Ghana 111

7.5.6. Servant-Leadership needed in Ghana 113

7.5.7. Importance of Spiritual Intelligence in Ghana 114

7.5.8. The need for Leaders with big picture mindset in Ghana 116

7.5.9. Creative Leaders (the beauty of IEV. study) 118

7.5.10. The Fourth Industrial Revolution Era and its challenges such as unemployment 120

7.5.11. Acceptability of the BPSS program by the individual Ghanaian 120

7.5.12. The willingness of the Ghanaian to embrace the BPSS program 121

7.5.13. The readiness of Ghana to embrace a program such as BPSS Leadership 122

7.5.14. Would individuals recommend the BPSS Leadership program to others? 123

CHAPTER 8. CONCLUSION AND IMPLICATION 125

8.1. Expected use of the project 125

8.2. How BPSS Leadership will be inserted into the Ghanaian community to help solve the Leadership crisis. 128

8.3. Recommendations and Suggestions for Further Studies 129

APPENDICES 131

Responses to the questionnaires 131

Table 2.2. 〈Table〉 Leadership Crisis and the Need for Education for Children and Youth 133

Table 3.3. responses to leadership and corruption 135

Table 5.5. responses to a new form of education in Ghana 137

Table 6.6. responses to the need for spiritual, intelligent leaders 140

BIBLIOGRAPHY 153

〈Table 1〉 Questionnaire questions and reliability coefficients 90

〈Table 2〉 Average value of IEV questionnaire 95

〈Table 3〉 Average comparison of the IEVP. study by gender 97

〈Table 4〉 Average comparison of adult and adolescents in IEVP 99

〈Table 5〉 Average comparison of IEVP according to the number of participation. 100

〈Table 6〉 Average comparison of the IEV. study according to the number of 'volitional' practices 102

〈Table 1.1〉 Demographic characteristics of the study subjects 105

〈Table 3.3〉 Leadership Crisis and Corruption Issues 108

〈Table 4.4〉 Leadership types and critical thinking 110

〈Table 6.6〉 Necessity of Servant Leader 113

〈Table 7.7〉 The need for a leader for the big picture 116

〈Table 8.8〉 The need for creative individuals and leaders 118

〈Table 9.9〉 Digitalization according to the changes of the times 120

Table 7.7. responses to the need for visionary leaders 142

Table 8.8. responses to the need for creative leaders 144

Table 9.9. responses to reasons why parents and stewards will allow their children to participate... 147

Table 10.10. responses to whether Ghanaians will be willing to embrace the program 149

Table 11.1. responses to Ghana's acceptability of the BPSS program 151

The purpose of this research is to reduce the leadership challenges that Ghana has been facing. Ghana faces poor leadership, which has contributed to the corrupt practices in the country. Ghana is a country blessed with an abundance of natural resources such as gold, timber, cocoa, bauxite, oil, and several others, which could have been harnessed and used for the benefits of all and sundry. Surprisingly, the national cake that comes from its proceeds is not evenly shared. It has led to so many corrupt practices in the country and has slowed down its development rate. This paper addresses some of the reasons Ghana faces poor leadership, its implications to the nation, and measures to curb the situation. It also addresses the country's readiness for the Fourth Industrial Revolution Era (FIRE) and the type of education and leadership we need to meet the challenges associated with it, such as unemployment.

It proposes solutions to leadership, education, and corruption problems by implementing the concepts of BPSS(Big Picture, Spiritual intelligence and Servant leadership), which adapts the IEV (Intellect, Emotion, and Volition) study propounded by Byung Kee Park, who is an adjunct professor at the Westminster Graduate School of Theology in South Korea.

The research made use of interviews, surveys, and focus groups to determine its outcome. It uses existing data organized by eBPSS Micro College in South Korea that focuses on using the IEV study to conclude the system's effectiveness to make individuals creative and having a change of heart and mind to help others and their community. In getting to know the acceptability, readiness, and effectiveness of the BPSS leadership concept in solving Ghana's leadership crises, there was a need to conduct a survey through google forms, and eighty -eight responses gathered.

At the end of the survey, it was evident from the respondents that Ghana faces leadership crises, which have led to the various forms of corruption in the country, and drastic measures put in place. The survey revealed that the respondents agreed that BPSS leadership would help curb the country's leadership and corruption issues and help train leaders with the needed skills and qualities to cope with the Fourth Industrial Revolution's problems. The research suggests the need for further studies to ascertain the feasibility and practicality of the BPSS leadership concept and the IEV study in Ghana to know whether it will help change individuals' mindsets, such as youth and all those interested in good leadership and governance.