When values fall short: The surprising roles of honesty-humility, emotionality, and conscientiousness on leadership effectiveness

The level of digital readiness within Islamic Higher Education Institutions (IHEIs) has emerged as a critical concern, drawing increasing scholarly and institutional attention over the past five years. This study aims to examine the empirical relationship between two key dimensions: digital readiness, as reflected by the National Readiness Index (NRI), and progress toward the Sustainable Development Goals (SDGs). Data were collected from more than 20 IHEIs between 2023 and 2024 to support a sequential analytical approach. Pearson’s correlation coefficient was employed to identify associations between NRI-based digital readiness and SDG performance within the IHEI context. Subsequently, cluster analysis was conducted using the Duda–Hart Index, while the Pseudo T² statistic was applied to validate the robustness of the clustering outcomes. A cartographic visualization was also generated to illustrate variations across readiness and sustainability clusters. The results indicate a considerable disparity between digital readiness and sustainability among IHEIs. Only a limited number of institutions demonstrate consistent performance in both areas, suggesting that effective leadership and strategic investment in digital infrastructure are essential prerequisites for achieving sustainable institutional transformation.

Academics exert themselves tremendously to advance in higher education institutions, and their leaders’ emotional intelligence and idealised influence are fundamental to responsiveness regarding performance. The effects of transformational leadership on job performance have been established, but a single component, idealised influence, has been neglected. Hence, this study aims to investigate the potential mediating effects of academic leaders’ idealised influence between academic leaders’ emotional intelligence and subordinates’ job performance. Approximately 386 questionnaires from five Malaysian public research universities were obtained. The partial least squares structural equation model was utilised in dichotomising the measurements. Drawing from attribution theory and social exchange theory, it was predicted that academic leaders’ idealised influence will mediate the relationship between academic leaders’ emotional intelligence and their subordinates’ job performance. However, the study reveals that the relationship between academic leaders’ emotional intelligence and their subordinates’ job performance was not mediated by academic leaders’ idealised influence. This study is useful for government and higher institutions in planning, developing, and implementing programs or policies in producing highly talented academic leaders in Malaysian research universities.

PurposeEmployee engagement has been identified as a prevalent issue affecting higher education institutions, particularly since the emergence of COVID-19. Therefore, this study aims to investigate the factors contributing to employee engagement in Islamic higher education institutions in the context of Malaysia.Design/methodology/approachA quantitative research design was used for this study, and a survey questionnaire was used to collect data from 340 staff members of Islamic higher education institutions in Malaysia. The proposed hypotheses underwent testing through the statistical technique of structural equation modelling, using statistical package for the social sciences (SPSS) and analysis of moment structures (AMOS).FindingsThe results indicate that training and development, trustworthiness, workplace spirituality, reward and recognition, management support and job autonomy significantly contribute to employee engagement in Islamic higher education institutions in Malaysia.Research limitations/implicationsThis study is limited to the staff of Islamic higher education institutions in Malaysia. A comparative cross-cultural research approach may be preferred for a more comprehensive understanding. Therefore, future researchers are encouraged to consider this limitation when investigating the factors contributing to employee engagement in Islamic higher education institutions, particularly to confirm the cogency of our findings.Originality/valueThe findings provide valuable insights into the workforce factors that play key roles in developing a highly engaged workforce in Islamic higher education institutions. This study contributes to the enrichment of the literature in this specific area of study.

PurposeThis study aims to assess the readiness of Islamic Higher Education Institutions (IHEIs) to enter the third wave of education or future quality assurance.Design/methodology/approachThis study used a descriptive quantitative method with observation, documentation, a questionnaire and an interactive model. The sample population included lecturers and quality assurance managers in IHEIs, totaling 129 respondents.FindingsThe results showed that IHEIs were prepared to implement future quality assurance to meet individual and societal needs. Furthermore, readiness was also shown in the following matters: Relevance of higher education institution vision, implementation of tripilization learning in higher education institutions, understanding of other cultures (cross-cultural sharing), application of multiple development models and noble values of local wisdom and national culture in tri-dharma.Research limitations/implicationsThis study focused on the third wave of education quality assurance in IHEIs in Indonesia. However, the analysis was not conducted in all Indonesian universities as it specifically examined the readiness for implementing future quality assurance.Practical implicationsPolicymakers should follow up on the readiness for implementing future quality assurance as a form of continuous improvement in managing the quality of IHEIs.Originality/valueMost publications of quality assurance focused on compliance-oriented issues. However, this study aimed to fill the literature gaps and discuss the future quality assurance of IHEIs in Indonesia. In this context, future quality assurance was also known to guide IHEIs in rendering education relevant to the future needs of generations (graduates).

Career advancement in Indonesian academia is nationally regulated. It, theoretically, provides equal opportunities for men and women to be productive and successful. The purpose of this study is to analyze gender effects on academic career productivity and success. Seven-hundred and fifty questionnaires were distributed randomly to eight Islamic Higher Education Institutions in seven provinces, from which 220 (Men = 57.7%, and Women = 42.3%) respondents returned the questionnaires with an analyzable quality. Descriptive and multivariate analyses are employed for analyzing and presenting the results. The paper argues that women in Islamic Higher Education Institutions are less productive in terms of publications, hold lower academic rank and leadership positions, and earn significantly less than men. It further argues that Islamic Higher Education Institutions should provide specific empowerment for women by, for example, providing support for their continuing education, professional development, and career opportunities.

Department of Educational Management, Planning and Policy, Faculty of Education, University of Malaya, MALAYSIA. Corresponding Author: Department of Educational Management, Planning and Policy, Faculty of Education, University of Malaya. Email: adebayo_saheed@siswa.um.edu. my ABSTRACT Higher education institutions are known for producing skilled manpower needed to attain sustainable and holistic development. These institutions cannot achieve their predetermined goals without effective leadership. Leadership is an important factor in an organization. Academic leaders are pivot of change in any higher education institution. As a change agent, the success and failure of the system depend on academic leaders. Their belief and judgment about themselves, attitude towards change and policy tell in every aspect of education system. Therefore, this study examined the impact of leadership self-efficacy and change oriented behaviour on staff organizational citizenship behaviour in higher education institutions. It adopted a quantitative research design. A questionnaire consisting of 40 items was used to gather information from 420 respondents who were randomly selected across 10 different public higher education institutions in Lagos State, Nigeria. Structural Equation Modelling(SEM) was used in analysing the data collected in this study. The findings show that leadership self-efficacy, change oriented behaviour and change policy impact significantly on staff organizational citizenship behaviour. In order to improve staff organizational citizenship behaviour and performance in higher education institutions, academic leaders must display a high self-efficacy, be open to innovation, ensure effective communication and adopt friendly policy that will stimulate staff. If all these are put in place, higher education institutions will be able to achieve their set goals and respond positively to the needs of different stakeholders.

DONs Build Teams Even in Challenging Times

This study aims to examine the role of social and emotional competencies for effective leadership in private higher education. We examined the impact of personality, self-confidence, and emotional intelligence (EI) on academic leadership in private higher education institutions. The five-factor model of normal personality as indexed by the Mini-International Personality Item Pool questionnaire, Self- confidence scale, Emotional Skills, and Ohio State teacher efficacy scale were applied to a sample of 157 academic leaders in private higher education institutions (97 men, 60 women, the mean age was 46 years). As predicted, regressions analyses showed a significant impact on academic leaders' competencies on personality, self- confidence, and EI abilities. The results demonstrated unique predictive relations for the three leaders self-efficacy scales: extraversion, conscientiousness, and intellect/imagination. Only efficacy for instructional strategies was related to low neuroticism. Self-confidence significantly affected all teacher self-efficacy components (instructional strategies, classroom management, and student engagement). Emotional intelligence showed positive effects on all three components of teacher self-efficacy. Perceiving and understanding emotion and managing and regulating emotion significantly predicted all three academic leaders' self-efficacy components, while expressing and labelling emotion was associated with efficacy for instructional strategies and student engagement. The results highlighted the importance of personality, self- confidence, and emotional intelligence in explaining academic leaders' self- efficacy. They showed that these social and emotional competencies accounted uniquely significant percentage of the total score variance in indicators of effective leadership. Keywords: Academic Leadership, Teacher Self-efficacy, Personality, Self-confidence, Emotional Intelligence, Private Higher Education

The study aimed to investigate the influence of Islamic workplace spirituality (IWPS) on organizational effectiveness (OE) of Indonesian States’ Islamic Higher Education Institutions (ISIHEIs) and to validate the psychometric properties of IWPS-OE instruments employed. A survey instrument using five-point Likert scale was administered to collect the data from 450 academic staff of six ISIHEIs across Java, Indonesia. Confirmatory factor analysis and complete structural equation modeling software were performed to test the factorial validity of each constructs under study and the hypothesized model. The results of study had established valid and reliable four-factor IWPS and three-factor OE sub-constructs. The tested and validated structural hypothesized model of the study exhibited substantial direct and significant influence of IWPS on OE of ISIHEIs. The findings of the study suggested that the articulation of IWPS could be practiced effectively in the context of ISIHEIs in enhancing the effectiveness of the higher education institutions. The study has successfully tested, formulated, and validated the hypothesized model of IWPS-OE of ISIHEIs and consequently enriching the related body of knowledge.

Purpose The purpose of this study is to explore and decompose a satisfaction model using alumni’s perspective for Islamic-based higher education institutions (IHEI) with the antecedent of perceived quality and value and the consequence of loyalty. Design/methodology/approach A study was used, using 44-item, a ten-point Likert-scale questionnaire administered to 360 alumni from various classes started from the 1970s till 2000s. Theoretical-based, national qualification framework of Indonesian higher education and management-based considerations were involved in developing a survey. Data were analyzed using partial least square-structural equation model and decomposed into strategic management map using importance-performance matrix analysis. Findings The most important determinants of alumni satisfaction and loyalty in IHEI is the IHEI’s ability to develop career capability through enriching knowledge. Moreover, the presence of good environment and Islamic value embodiment supporting learning programs on campus is the most significant trigger for the knowledge development. Research limitations/implications The results were generated from a specific department. Additional studies are needed to test if the results are not department (institution)-specific. Practical implications This study provides strategic directions for management to improve the critical aspects of the system by providing the inputs to the extent to which the service quality delivered may contribute to end-customers’ satisfaction. Originality/value It contributes to the literature on satisfaction and service quality issues by incorporating ideological aspect, by investigating the feasible model of customer satisfaction in the perspective of alumni for IHEI.

BACKGROUND:This study evaluates the impact of transformational and supportive leadership on technology integration and its effects on curriculum enhancement and student competency in medical education. Using Structural Equation Modeling (SEM) with data collected from medical education institutions, the analysis reveals that transformational leadership significantly positively influences technology integration, which in turn enhances curriculum design. Additionally, supportive leadership contributes positively to the successful implementation of technological tools within the curriculum. Adjustments involving dynamic curriculum design and health promotion strategies have been shown to improve student competency and workforce readiness. The synergy between transformational and supportive leadership further increases the effectiveness of technology integration. Health promotion strategies applied within the curriculum positively impact educational outcomes, including the improvement of students’ practical skills. These findings underscore the importance of effective leadership, appropriate technology integration, and adaptive curriculum design in medical education. Policy recommendations include strengthening leadership support, implementing innovative technologies, and adjusting health promotion-based curricula to enhance the quality of medical education and workforce readiness.CONTEXT:The field of medical education is rapidly evolving, making the integration of technology and adaptation of curricula to include dynamic health promotion strategies essential. This study examines the impact of leadership styles on technology integration and curriculum enhancement, aiming to improve student competence and workforce readiness. It addresses the need for educational institutions to align with contemporary health policy benchmarks and meet the increasing demand for innovative and responsive medical training programs.AIMS:This study aims to evaluate the impact of leadership styles on technology integration and curriculum enhancement in medical education, focusing on improving student competencies and workforce readiness.SETTINGS AND DESIGN:The study was conducted at leading medical faculties in Indonesia, focusing on examining the relationships between leadership, technology integration, and curriculum adjustment in medical education.METHODS AND MATERIAL:Data were collected using a specially designed questionnaire and in-depth interviews with academic leaders and program managers. The sample included 300 respondents from various medical schools in Indonesia, chosen for their implementation of technology and adaptable curricula.STATISTICAL ANALYSIS USED:Statistical analysis used SEM with SmartPLS to evaluate model relationships and validity, and thematic analysis for qualitative data.RESULTS:The study confirms that the model for educational development, incorporating leadership, technology, and curriculum adjustments, is both valid and reliable. Transformational Leadership positively influences technology integration, while Supportive Leadership similarly impacts technology use. Effective technology integration enhances curriculum quality, and curriculum enhancements significantly boost student competence and workforce readiness. Qualitative insights further support these results, highlighting the crucial role of leadership in facilitating integration and adaptation.CONCLUSIONS:The study finds that effective leadership and technology integration are key to advancing medical education, enhancing curriculum design, and health promotion. Results align with health policy benchmarks, emphasizing leadership’s role in improving educational outcomes and workforce readiness. Future research should assess the long-term impact and policy alignment of these strategies.

PurposeThe present study examines the relationship between personality traits (PTs) and conflict management styles (CMSs) directly and indirectly through leadership effectiveness (LE) in Pakistan.Design/methodology/approachThis quantitative study employs a survey questionnaire to collect cross-sectional data from academic leaders of higher education institutes (HEIs) in Pakistan. The authors utilized 325 useable cases to conclude the results.FindingsThe findings through the structural equation model (SEM) resulted in a positive and significant effect of agreeableness (AGS) on integrating (ITG), avoiding (AVG), obliging (OBG), compromising (COG) and dominating (DOG) styles. Extraversion (EXN) positively and significantly affects ITG, OBG, DOG and COG. Emotional stability (EMSY) is a positive and significant predictor of ITG, AVG, OBG and COG. The conscientiousness (CNS) trait significantly and positively predicts ITG, OBG, DOG, COG and AVG. Likewise, openness (OPS) positively and significantly affects ITG, OBG, DOG and COG styles. On the other hand, EXN and OPS negatively and insignificantly affect AVG. Finally, EMSY is the negative and insignificant predictor of DOG among academic leaders.Practical implicationsThis study offers additional insights into understanding direct and indirect connections between PTs and CMSs through EL. It would support the development of effective policies and organizational setup to resolve and manage conflict and employees' behaviour. Finally, the findings would further enrich the worth of literature through another empirical confirmation.Originality/valueThis study offers the original contribution of PTs and CMSs among academic leaders in HEIs of Pakistan.

Universities have been coping with various challenges and pressures over the last decade. Therefore, capacity building for academic leaders is a critical point for universities to survive in this challenging era. Yet, existing studies suffer from several limitations. Among others, they do not consider the examination of academic staff members’ and leaders’ perceptions from diverse contexts, thus capturing insight into current practices. Using a qualitative study, we explored the perceptions of 18 academic staff members and leaders from eight Chinese and European universities, under which the perceived concept, a profile of effective academic leadership, and the motivators to become academic leaders from cross-cultural perspectives were emphasized. The results demonstrated that academic staff and leaders widely perceive the notion of academic leadership in diverse contexts as a complex concept. In addition, the findings provided several insights into understanding the profile of an effective academic leader who possesses a range of capacities and specific leadership styles. Furthermore, significant motivators that stimulate academic staff and leaders to pursue academic leadership positions were also examined and discussed. The results of this study can serve as a stepping stone for designing the framework used in leadership development programs as well as for collaboration in capacity development for university academic leaders.

The challenge of Higher Education Institutions (HEIs) in Indonesia plays a crucial role and requires enhancement. The pivotal role of HEIs in Indonesia is multifaceted. These institutions play a crucial part in shaping the country's cultural and religious identity, while also providing education that aligns with contemporary demands. This study explored the performance and soft skills among lecturers and administration staff in Islamic HEIs. The study emphasizes performance and soft skills based on managerial effectiveness in Islamic HEIs in Indonesia. The performance and soft skills explored from critical analyses of global literature. The study was conducted in Lombok, Indonesia, among 3 Islamic HEIs. Methods used were literature review, observation, and in-depth interviews. The software used was NVIVO 14 with the relative thematic analysis of the study. Findings on the HEIs model soft skills proposed to address enhancing administration staff performance and lecturer performance. By nurturing these soft skills, organizations thrive when they cultivate alignment, creativity, adaptability, and effective management and avoid mushroom management. Mushroom management in the context of organizational management and leadership styles represents a management style that is characterized by secrecy, lack of transparency, and limited employee involvement in decision-making processes. The results proposed the model to address enhancing administration staff performance through alignment value, change management, and Islamic leadership. The model addresses enhancing lecturer performance through alignment value, change management, Islamic leadership, and divergent thinking. By nurturing these soft skills, organizations thrive when they cultivate alignment, creativity, adaptability, and effective performance management. Administration staff performance impacts the lecturer’s performance besides the lecturer’s performance itself. Research suggests that organizations can benefit greatly from nurturing soft skills and adopting more transparent and inclusive leadership practices to avoid mushroom management. The practical implication of this research proposed model for enhancing administration staff and lecturer performance in Islamic higher education institutions (HEIs) includes administration staff performance enhancement through aligning individual roles with organizational objectives, implementing change management strategies, monitoring performance through key indicators, and applying Islamic leadership principles. Lecturer Performance enhancement through aligning course objectives with institutional goals encouraging research alignment, promoting pedagogical innovations, and fostering visionary leadership.

This study explores the transformational leadership experiences of women academic leaders in Islamic higher education institutions in Bandar Lampung, Indonesia, within the context of Society 5.0. Employing a phenomenological qualitative method, the study conducted in-depth interviews with five leaders and an Information Technology expert. Primary data were collected through in-depth interviews with five women academic leaders serving as Vice Rector, Dean, Head of Study Program, and Secretary of Study Program. An additional interview was conducted with the Information Technology expert as part of expert triangulation, enriching the study’s perspective on the implications of technological integration in academic leadership. The results indicate a consistent tendency towards transformational leadership, which is considered the most adaptive and sustainable model for addressing rapid social and digital changes. Participants emphasized the importance of emotional connection, ethical foundations, and collaborative innovation as key components of effective leadership in the Society 5.0 era. Furthermore, this study shows that transformational leadership enables institutions not only to adapt to technological advancements but also to maintain a humanistic and inclusive academic culture. These findings have significant implications for leadership development in Islamic higher education, underscoring the importance of vision, moral integrity, and empathy in navigating future complexities.