Blue Ocean Leadership as a Transformational Strategy in Addressing Educational Challenges in Indonesia's Border Regions

Bridging Borders through Financial Technology: An Analysis of Determinants of Fintech Adoption among MSMEs in Indonesia's Border Regions. This study aims to identify and analyze the factors that influence the intention to adopt financial technology among Micro, Small, and Medium Enterprises (MSMEs) in Indonesia's border regions. As fintech services continue to grow rapidly, a deep understanding of the drivers and barriers to technology adoption is crucial for enhancing financial inclusion in the SME sector, particularly in border regions with unique socio-economic characteristics. The study employs a quantitative approach using Partial Least Squares Structural Equation Modeling to analyze data from 300 SME respondents across various border regions in Indonesia. The variables studied include perceived usefulness, perceived ease, social influence, sense of security, and digital financial literacy, with control variables such as education level, age, residence, and proximity to the border. The results indicate that all independent variables have a significant positive influence on the intention to adopt fintech, with a stronger effect on SMEs in border regions. Digital financial literacy was found to moderate the relationships between variables, while proximity to the border strengthens all relationships in the model. This study contributes to the development of an inclusive and sustainable fintech ecosystem in Indonesia's border regions.

This study examines Swedish principals’ perceptions of their learnings and leadership development and identifies lasting changes to their leadership practices. Data were collected through a digital survey involving 66 novice principals who had previously participated in the National Principal Training Programme. The qualitative inductive content analysis revealed four key themes: (1) development of adaptive leadership, (2) enhanced communication capabilities, (3) improved preparedness for the unexpected, and (4) development of digital leadership. Principals reported that their experiences fostered adaptive and trust-based leadership, collaborative decision-making, and strategic crisis management. Enhanced digital competencies streamlined operations but challenged social cohesion. The findings highlight how adaptive leadership was key to navigating uncertainty, maintaining organisational stability, and fostering innovation during crises. The study suggests that principals’ adaptive practices, initially developed in response to the pandemic, have become embedded in their leadership strategies, contributing to sustainable improvements in school practice. Implications for future research include exploring the long-term impact of these practices on educational outcomes, resilience, and leadership preparation programs across different national contexts.

University of California, San Francisco School of Medicine

Reviewed by: Diversity Leadership in Higher Education Dorian L. McCoy (bio) Adalberto Aguirre, Jr., and Ruben O. Martinez. Diversity Leadership in Higher Education. ASHE Higher Education Report, Vol. 32, No. 3. San Francisco: Jossey-Bass, 2007. 136 pp. Paper: $28.00. ISBN: 978-0-7879-9578-2. Diversity Leadership in Higher Educationexplores the roles and practices of diversity leadership in academia. Aguirre and Martinez define diversity leadership as leadership focused on issues and concerns of diversity in higher education. They present two contrasting leadership/organizational practices as options for responding to diversity—cooptation and transformational strategies. Co-optation is used to manage diversity in institutions, while transformation is used to embrace diversity and make it an integral component of an institution's culture and environment. University leaders who employ transformational strategies view diversity as a positive social force in higher education. The monograph is comprised of four chapters with each chapter designed to "serve as a window for observing how diversity is shaped and promoted in different contexts in higher education" (p. 3). The authors introduce theoretical and applied approaches from a number of disciplines as organizational strategies for linking leadership and diversity initiatives. Each chapter begins with discussion questions that guide the "conversation" on diversity leadership. It is a useful device, and the authors use it well, presenting compelling reasons for implementing transformational and diversity leadership strategies in the academy. In Chapter 1, Aguirre and Martinez present an overview of the challenges facing diversity leadership. The discussion in this chapter is guided by "What is the public's perception of diversity initiatives in higher education?" and "How are diversity initiatives perceived by faculty, staff, and students in higher education?" (p. 19). The authors assert that the public acknowledges a need to further diversify higher education in the United States. However, they also acknowledge that the public does not favor legal initiatives or preferences that promote diversity. They support this observation by reviewing significant legal cases (e.g., Bakke, Hopwood, Grutter), summarizing the facts of the cases and also the context in which each was adjudicated. Acknowledging that their concern is primarily with predominantly White institutions, in Chapter 2, the authors examine the organizational culture for leadership and diversity in higher education, developing a framework for linking organizational culture, diversity, and leadership. The authors present transformational leadership as an optimal leadership paradigm for higher education as academia responds and adapts to demographic and cultural changes. They articulate the benefits of embracing diversity from both organizational and leadership perspectives and conclude that addressing diversity from a transformational leadership paradigm make it a positive force in academia, influencing curricula, culture, and community. As they continue their discussion on the benefits of embracing diversity, Aguirre and Martinez also identify the challenges to implementing diversity leadership on campus. Unfortunately, one of them is university faculty. They find that formal leaders (presidents, provosts, vice presidents, etc.) are often more open to promoting diversity than faculty members. As a result, diversity initiatives are often marginalized instead of embraced. Chapter 3 examines various diversity leadership models that have produced positive results [End Page 122]in changing the culture and environment in some higher education organizations. "What is the context for diversity in organizational leadership in higher education?" and "How does incorporating diversity into leadership allow institutions of higher education to respond to increasing diversity in society?" (p. 48) are the discussion questions in this chapter. The differences in competing organizational strategies (transformative and co-optive) are illustrated throughout the chapter. Aguirre and Martinez argue that changing the organizational structure is necessary to implement diversity in higher education. They recommend several transformative approaches for promoting diversity leadership in higher education, including adopting strategies from the corporate world. In addition, they highlight a number of professional associations (e.g., American Council on Education, ACE Fellows Program, Council for Graduate Schools, and Preparing Future Faculty Program) that offer diversity leadership opportunities in higher education. This chapter overviews significant multicultural/diversity initiatives (e.g., expanding the curriculum to include ethnic studies and incorporating diversity into strategic plans) that have taken place since the 1960s. The discussion in the final chapter is guided by the questions: "Why is practicing diversity leadership...

Background: The relocation of the capital city of Indonesia (Ibu Kota Negara/IKN) to the island of Kalimantan presents new challenges concerning national security, particularly in addressing terrorism threats in border regions. These threats can potentially disrupt national stability and development, necessitating serious attention from the government and stakeholders. This research aims to explore the application of remote sensing technology in monitoring terrorism threats in Indonesia's border regions and to formulate more effective prevention strategies. Method: This research explores the application of remote sensing technology in monitoring terrorism threats in Indonesia's border regions and formulates more effective prevention strategies. The study employed brainstorming analysis to gather diverse perspectives based on relevant references and scientific journals, organizing these into an analytical framework. Combining brainstorming methods with scientific journal references enriched the research process while enhancing the validity and reliability of findings, allowing for comprehensive, evidence-based recommendations that contribute significantly to policy development and field practices. Findings: Findings indicate that the geographical location of the new capital, being close to the border, may increase security risks. The application of remote sensing technology can significantly enhance early detection capabilities for suspicious activities along borders. By providing more efficient real-time monitoring, these systems facilitate timely interventions and aid in predicting potential terrorism risks through advanced geospatial analysis. Conclusion: The results of this study have significant implications for national security strategic planning, emphasizing the need for technology integration into defense systems and counter-terrorism efforts, as well as enhancing international cooperation in maintaining security in border areas. Novelty/Originality of this article: This study provides a novel approach to national security in the context of Indonesia's capital relocation by examining the potential of remote sensing technology for terrorism threat monitoring in border regions.

The focus of this study was to determine which aspects of “Adaptive Leadership” are most commonly used by leaders in online education at doctoral research institutions where online education is playing a major role in enrollment. Within this study, the current state of higher education is reviewed and major changes in the financial, technological and competitive landscape are discussed. Challenges within the higher education context are addressed. These challenges include the increasing cost of a college education, decreased state support for public institutions, reduction of regional hegemony caused by technological advancements, increasing competition for students, and student demand for greater flexibility and services. The reality that many institutional leaders are turning toward online education as a way of improving the financial outlook of their institution will be presented. The challenges in adopting online education, and the assumptions and expectations of today’s online learners will be reviewed as will the impacts on institutional infrastructure, policies and processes. The theory of adaptive leadership is presented, and its applicability to the changing world of higher education is discussed. A phenomenological qualitative research study was undertaken where leaders in online education at major doctoral research institutions within the United States were interviewed regarding their leadership styles. Emergent themes and commonalities across the leadership approaches and narratives were identified and reviewed in the context of adaptive leadership. From this analysis a clearer idea of the adaptive leadership approaches that are being used to make change at academic institutions has emerged. Online leaders in higher education today do use adaptive leadership approaches when they are dealing with complex challenges that involve both technological and interpersonal transformation. Online leaders who have been successful in motivating change are shown to use a cycle of trust development as an ongoing and essential component of their efforts. They are also shown to use behaviors associated with adaptive leadership when they are dealing with complex adaptive challenges, which are a common component of the online leader’s responsibility at major public, doctoral, research institutions.

This paper work is discussed about Malaysia school leadership crisis in pandemic Covid 19. The impact of the Movement Control Order (MCO)/Targeted Enhanced Movement Control Order (TEMCO) and online learning, is increasing anxiety, stress and depression among individuals teachers, parents and students in Malaysia school. They need a school leader who is adequately equipped, skilled and supported. There are many different leadership theories, and transformational leadershiptheories ismost important before 2020, particularly in the context of education, instructional leadership style. In Malaysia schools, Adaptive Leadership might be the most relevant and powerful leadership style. Adaptive Leadership is a practical leadership framework that helps individuals and organizations adapt and thrive in challenging environments. Adaptive leaders create conditions that enable dynamic networks and environments to achieve common goals in an environment of uncertainty. Adaptive Leadership focuses on four dimensions; navigating school environments; leading with empathy; learning through self-correction and reflection-creating win-win solutions. It is being able, both individually and collectively, to take on the gradual but meaningful process of change. This paper also discussed an emerging role and challenging of the school leaders and teachers required to transform the leadership style in the Pandemic Covid 19, Adaptive Leadership is purposeful evolution in Malaysia school system. Keyword: Educational Leadership, Adaptive Leadership, Pandemic Covid 19

This study aims to examine the digital transformation of Islamic education through the application of deep learning technology in the postmodern era. The research method used a literature review guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Articles were searched for using Google Scholar with specific keywords, yielding 95 initial articles. After the selection process (removal of duplicates, screening of titles and abstracts, and full-text assessment), only 5 articles met the inclusion criteria. Content analysis was conducted descriptively to identify the main themes. The results of the study found three important themes: (1) the integration of technology in Islamic education management, (2) the application of deep learning in Islamic learning, and (3) adaptive leadership in digital Islamic education. These findings confirm that deep learning can support personalized learning, strengthen education management, and encourage adaptive visionary leadership. However, this study also found limitations such as low digital literacy among educators and uneven infrastructure. The study concluded that deep learning-based digital transformation is not only a technological innovation but also a strategic step to maintain the relevance of Islamic values amid the progress of the times. Further research is recommended to expand the database, increase the number of literature analyzed, and test this conceptual model in an empirical context.

Recent studies have suggested that educational leaders enacting a balance of technical and adaptive leadership have an effect on increasing student achievement. Technical leadership focuses on problem-solving or first-order changes within existing structures and paradigms. Adaptive leadership involves deep or second-order changes that alter existing values and norms in an organization. Empirical evidence has also shown that several aspects of trust—benevolence, reliability, competence, integrity, openness, and respect—are strongly connected with school performance and student outcomes. However, the connections between trust and leadership are areas that are ripe for deeper study. In this article, we present the hypothesis that the multifaceted construct of trust has a predictive relationship with both adaptive and technical leadership. We tested this hypothesis by using an originally designed instrument that measures each facet of trust and the leadership behaviors of school and district central office administrators. A total of 292 site and district administrators and teachers were surveyed in four school districts in California to learn their perceptions of their site and district leaders. Results of multiple linear regression models indicate that trust, particularly the specific aspects of respect, risk, and competence, are significant predictors of adaptive and technical leadership.

This paper employs panel data from nine provinces and regions in China's border areas from 2011 to 2021 to empirically test the impact of agricultural supply chain finance in China's border areas on poverty reduction. The intermediary mechanism test model is used to investigate the underlying mechanisms. The findings of this research indicate that the development of agricultural supply chain finance has a significant effect on improving per capita disposable income in rural areas. There is, however, heterogeneity in the impact of this development across different border provinces and regions. The Southwest Border Region has the most pronounced effect in improving per capita disposable income in rural areas through agricultural supply chain finance. This research result provides strong theoretical support for the development of agricultural supply chain finance in China's border areas and also provides important reference basis for relevant policy formulation. As further research is conducted, it is anticipated that more results will emerge, which will facilitate the advancement of economic development and poverty reduction initiatives in China's border regions.

In the dynamic landscape of contemporary higher education, the demand for leaders well-versed in the intricacies of its challenges has become paramount. Despite the availability of leadership fellowships and retreats globally, there is a notable dearth of institution-specific leadership development programs tailored for post-secondary education leaders. This deficiency leaves a substantial number of higher education leaders ill-equipped with the fundamental competencies needed for effective leadership. This review underscores the pressing necessity to establish institution-based leadership development initiatives explicitly crafted for academic leaders and faculty members. The exploration encompasses diverse platforms and methodologies for delivering such programs, drawing insights from empirical studies that underscore the advantages of leadership development. Also, the review discusses the content of leadership development curricula. Focusing on academic leaders and faculty, these curricula cover competencies such as strategic planning, interpersonal communication, talent management, and adaptive leadership. The outcomes underscore the significance of institutions integrating leadership development efforts within their academic domains. The discussion delves into the manifold benefits of instituting leadership development programs, not only as a cost-effective alternative to external fellowship courses but as a strategic move with multifaceted advantages. These advantages encompass streamlining competitive succession planning, magnetizing and retaining talent, cultivating expansive networking opportunities, and augmenting the capacity to confront contemporary challenges in higher education. By prioritizing the nurturing of academic leaders, institutions can effectively bridge the gap between current leadership skills and the evolving demands of the higher education landscape.

Perhaps the most vigorous movement in administration in recent years has been directed toward the development of a comprehensive theory capable of generating both hypotheses for guiding research and principles for guiding practice. Despite many specific advances in special areas, such as hospital administration, public administration, business administraton, and educational administration, there still is no general conceptual framework for systematizing and interrelating our knowledge within and among these areas. It is still impossible to speak of administration in terms that would be acceptable to, or for that matter even readily understandable by, students and practitioners in the several special fields. This failure to conceptualize administration on a general theoretical level has been a major obstacle to the development of administration as a rigorous discipline, and the elaboration of theory is accordingly receiving increased attention both in "research" and "applied" administrative settings. The purpose of the present paper is twofold: (a) to describe a socio-psychological theory of social behavior having broad application to the area of administration and (b) to illustrate the application of the theory to major issues in administration. The four major issues considered here are: the problem of institutional and individual conflict; the problem of staff effectiveness, efficiency, and satis-

The shortage of teachers in certain fields has led to the existence of non-option teachers who teach subjects outside their areas of specialization. Non-option teachers face various challenges and are often blamed when students’ achievement in the subjects they teach is less than satisfactory. This study was conducted to identify the relationship between non-option teachers, educational leaders’ concern, and 21st-century learning challenges in relation to the quality of History teaching in schools in the state of Melaka. The study employed a quantitative approach using a survey research design. A total of 90 non-option History teachers responded to the questionnaire provided. The study data were analyzed descriptively to obtain frequency, percentage, mean, and standard deviation. Inferential analysis was also conducted to identify the relationship between the knowledge and skills of non-option History teachers in teaching the subject. The findings indicate that the relationship of non-option History teachers, in terms of respondents’ fields, is at a moderately high level, whereas in terms of gender and teaching experience, it is at a high level. The study also reveals a significant relationship between the knowledge and skills of non-option History teachers in teaching the subject. It is hoped that the findings of this study can serve as a guideline for various relevant parties in efforts to further enhance the knowledge and skills of non-option History teachers so that they can reach a level comparable to that of option History teachers, thereby ensuring that the quality of teaching and learning as well as students’ performance are not compromised.

Higher education competition is getting tighter due to the increasing number of universities, in addition there are also more and more universities from abroad operating in Indonesia. Higher education leaders must be adaptive to competitive challenges and very rapid environmental changes so that universities can be competitive and sustainable so that they produce good performance. The purpose of this study is to test and prove the effect of adaptive leadership on higher education performance with the mediation of sustainable competitive advantage. The sample of this study is a study program at a private university in Madiun City. The respondents of this study are the head of the study program and the secretary of the study program. Primary data was collected using a questionnaire in the form of a Google form and sent via WhatsApp to respondents, obtaining 32 data. Hypothesis testing uses path analysis and the Sobel Test. The research results prove that adaptive leadership has an influence on higher education performance. Adaptive leadership has a significant effect on sustainable competitive advantage and sustainable competitive advantage has a significant effect on higher education performance. The results of the path analysis test with SPSS and the results of the test with the Sobel test show sustainable competitive advantage as a mediation Keywords— adaptive leadership; Sustainable competitive advantage; higher education performance.

This study examines adaptive leadership practices among academic leaders in higher education institutions (HEIs) in Indonesia and Uzbekistan. Drawing on a comparative qualitative research design, data were collected through in-depth interviews and a bilingual open-ended survey involving a total of 88 academic leaders from Universitas Pendidikan Indonesia (UPI), Tashkent State University of Economics (TSUE), and Tashkent State University of Oriental Studies (TSUOS). Using thematic and frequency-based analysis, five core dimensions of adaptive leadership were identified: adaptability, resilience, communication, collaboration, and crisis responsiveness. The findings reveal that while adaptive leadership is universally relevant, its application is significantly shaped by cultural norms, institutional structures, and leadership traditions. Indonesian leaders emphasized participatory decision-making and proactive crisis planning, whereas Uzbek leaders demonstrated structured, hierarchical approaches rooted in administrative continuity. Quantitative frequency data supported these patterns, with Adaptability (87%) and Resilience (82%) emerging as the most prominent themes across institutions. This study contributes to the adaptive leadership literature by offering empirical insights from under-researched non-Western contexts and provides practical recommendations for leadership development in higher education systems undergoing transformation.