A systematic review and framework for digital leadership research maturity in higher education

Abstract

Digital leadership in higher education is a sub-field of research that rapidly evolved from e-leadership studies. The practice of effective digital leadership in higher education is urgently needed to keep up with changing demands and opportunities. Yet limited knowledge exists of how it is defined, how it operates and relates to institutional leadership, including both administration and teaching. An updated review of prior empirical studies is overdue, given system-wide digitalization. This article systematically reviews empirical studies on digital leadership in higher education between 1999 and 2022, its value, focus and the research methods involved. The review combined descriptive synthesis and textual narrative synthesis, applying a data-based convergent synthesis design adhering to PRISMA and ENTREQ reporting guidelines. From 231 records, 36 studies remained following application of exclusion criteria. Research has increased, but is still limited in theory, maturity, and evidence. Definitions and theories of digital leadership are varied in scope and how far they are considered in the reviewed studies. Functional rather than critical perspectives predominate. The quality of most research is low, lacking rigour in research questions and methods, rendering findings inconclusive. The review recommends a digital leadership research maturity framework and further research on theoretical definitions and digitalization to address gaps in the literature identified in the review.