College Presidents Research Articles

Factors Influencing the Leadership of College Presidents in the Informationization Era

Background: Chinese universities have established information technology infrastructure. However, the transformative impact of IT on education requires further exploration. With the development of information technology in Chinese universities, there are challenges in leveraging IT to transform education effectively. Efforts such as expanding online learning spaces and promoting information technology in education management have been emphasized in government plans. The focus for university leaders is now shifting towards promoting specific IT applications in teaching and campus governance. University headmasters need to integrate information technology into classroom teaching and school management to drive impactful changes in education and administration. The research objectives are as follows: 1) To identify and analyze the effect of IT literacy on school principals' leadership. 2) To examine the effect of informatization planning ability on the informatization leadership of principals 3) To assess the effect of informatization management ability on the informatization leadership of principals. 4) To examine the effect of informatization assessment ability on the informatization leadership of principals. Method: The researcher chose a quantitative study to generate numerical data for analysis, focusing on the descriptive relationship between variables. Questionnaires were distributed to headmasters across various regions in China via https://www.wjx.cn/login.aspx. Subsequently, 201 valid questionnaires were collected and screened for analysis. Results: The impact of principal informational literacy on principal informational leadership is a very important and complex topic. From the final path coefficient, the principal informatization literacy path coefficient is 0.495, which is relatively high compared to the path coefficients of several other factors. This indicates that the principal's informatization literacy ability has a greater impact on the principal's informatization leadership. According to the path coefficient analysis results, the path coefficient of the principal's informational planning competence is 0.234, which is low compared to the path coefficients of the other influencing factors. This may mean that the respondents do not have a positive view of the principal's informational planning competence in influencing the principal's informational leadership. According to the path coefficient analysis results, the path coefficient of the principal's informatization management ability is 0.532, and it is significantly positively affecting the principal's informatization leadership, the highest path coefficient among the four influencing factors. This indicates that the principal's informatization management competence has a greater influence on the principal's informatization leadership. The path coefficient of principal informatization assessment competence is 0.172 indicates that principal informatization assessment competence has some influence on principal informatization leadership, but the influence is relatively weak. In other words, principal informatization assessment competence's role in principal informatization leadership is relatively small. Conclusions: The following four conclusions were drawn by analyzing the path coefficients. Information technology literacy is positive for the informationization leadership of principals. Informationization planning capability is positive for the informationization leadership of principals. Informationization management capability is positive for the informationization leadership of principals. Informationization assessment capability is positive for the informationization leadership of principals.

Leadership in American Higher Education: Examining the Key Traits of Successful University Presidents

Leadership in American Higher Education: Examining the Key Traits of Successful University Presidents

Becoming a University President: An Accidental Meritocratic Career Trajectory

Becoming a University President: An Accidental Meritocratic Career Trajectory

Cultural narratives and educational goals: a discourse analysis of university presidents’ opening convocation speeches in the U.S. and China

ABSTRACT This study conducts a comparative corpus-assisted discourse analysis (CADS) of opening convocation speeches delivered in 2023 by university presidents in the United States and China. The aim is to explore their pedagogical philosophies, educational goals, and core values, uncovering the socio-cultural narratives that shape higher education discourse in each country. The research begins by examining the top 50 keywords to highlight the primary similarities and differences in the speeches. Following this, a contextual analysis of specific keywords such as ‘community’, ‘学校’ (xue xiao, school), ‘freedom’, and ‘创新’ (chuang xin, innovation) is performed. This analysis reveals how these concepts are framed differently within each cultural context, reflecting broader educational and national values. The study finds that American speeches tend to emphasize community, individuality, freedom of speech, and academic freedom, while Chinese speeches focus on government-led innovation and collective social progress. These distinctions are linked to the respective cultural and political frameworks, offering insights into leadership communication in higher education.

From business school dean to university president: leadership lessons from Dr Judy Olian

Purpose This study aims to explore Dr Judy Olian’s leadership journey from business school dean to university president, aiming to distill key lessons for aspiring higher education leaders. Design/methodology/approach The research employs a multimethod qualitative approach, including a personal interview with Dr Olian, an analysis of a podcast featuring her insights, a review of her official university profile and the author’s lived experience as a faculty member under Dr Olian’s leadership. This semiethnographic approach is supplemented by a review of relevant literature on higher education leadership. Findings The study reveals critical competencies for transitioning to university leadership, including strategic vision, change management skills, team-building abilities and external relationship management. It highlights the importance of seeking broadening experiences, developing financial acumen and cultivating resilience in leadership roles. The research also underscores the significance of shared governance and the ability to navigate diverse stakeholder relationships. Practical implications The research provides valuable insights for business school deans and other academic leaders aspiring to university presidencies, offering strategies for professional development and leadership transition. Originality/value This study offers a unique perspective on the transition from business school leadership to university presidency. It combines insider observations with Dr Olian’s reflections to provide a comprehensive view of the challenges and opportunities in higher education leadership.

Editorial–Recognizing Professor and Asia University President Jeffrey P. Tsai’s Contributions to IJAIT

Editorial–Recognizing Professor and Asia University President Jeffrey P. Tsai’s Contributions to IJAIT

Communicating social justice in the public sphere: the case of public higher education

ABSTRACT Communication is central to how public administration addresses racial and social justice, with organizational leaders shaping these dialogues. This study examines 220 statements by U.S. public college and university presidents following the 2020 murder of George Floyd. Using racialized organization theory and interactional justice, the findings reveal that institutional context, such as HBCU status, often outweighs state socio-political factors in shaping discourse around the naming of systemic racism. Further, through discursive strategies like naming, blaming and claiming, leaders frame their commitments to addressing injustice. Public higher education demonstrates how public sector communicators advance and complicate racial equity dialogues.

Breaking the glass ceiling: Statistical evidence of the gender effect in higher education leadership

AbstractThis study aims to explore the influence of female presidential leadership (gender effect) on the overall performance of universities in the United States. To achieve this research objective, data on the gender of university presidents from 1983 to 2022 were manually collected from 129 top universities in the USA. Using this dataset, a sample comprising two groups was constructed: a treatment group consisting of male‐to‐female presidential transitions and a control group comprising male‐to‐male presidential transitions. The hypothesis was tested through a difference‐in‐differences approach. The results of the study were also validated using parallel trend analysis. The results suggest that female presidents have a significant positive impact on university rankings. This means that female leadership is associated with improvements in university rankings, highlighting their potential contribution to the advancement of educational institutions and pursuit of excellence through policy decisions and leadership. Moreover, the difference‐in‐differences analysis results reveal that universities under the leadership of female presidents achieve higher rankings than those with male presidents, especially after presidential transitions. Thus, this study provides the first statistical evidence that female educators are more effective leaders in terms of university performance than their male counterparts.

Dynamic nature of leadership – the case of university management

Research methodology The case was motivated after listening to Dr Heather Westphal’s leadership journey as a President of State University of North State (SUNS), Somerville. Several subsequent interviews were conducted with Heather, and she also became the chief protagonist of the case. Heather provided multiple quotes and anecdotes. The protagonist Heather and the focal organization (SUNS, Somerville) are disguised. However, the material facts of the case are authentic. Data were collected from public sources and SUNS, Somerville administration. Some of the data have been jittered to maintain anonymity yet keep the authenticity of the lesson. Case overview/synopsis The case exposes students to a female leader of a higher education institution in the USA. Various aspects a high-level executive must consider when deciding on career moves have been explored. Furthermore, the case draws attention to some extra particulars women leaders must consider during career transitions. The case study then dives into how a leader sets goals, executes them and repeats the process to set new goals. Two types of situations are covered – the first is where planning is followed by execution and the other is a crisis where not much planning can be done. Students will also get a glimpse into how leaders remain fit physically and mentally, as they conduct their duties in high-stress situations. Exposure to mental fitness is especially pertinent in today’s day and age where mental fatigue and issues because of work-related strain are a significant concern. Finally, the case presents students with a decision the leader is facing regarding the direction of the institution – Should she keep it traditional, go nontraditional (online) or become a hybrid? Complexity academic level This case is designed to target undergraduate juniors or seniors in strategy and leadership courses. The course could also be suitable for strategy students of nonprofit and not-for-profit management. It could be taught in the latter half of the course after the basic concepts have been covered. Students will be able to apply the knowledge of the core courses of management and strategy in this case. Hence, this case can act as an integrative case that brings together multiple disciplines and focuses on the leadership of a large institution.

Online Service Quality Assessment in Higher Education: Development, Validation, and Implementation of an e-Tool

In pursuit of quality and excellence in educational institutions, it is increasingly important to identify demands and needs of stakeholders. Service quality has been identified as one such demand. The purpose of the current study was to develop and validate a quality service assessment tool based on SERVQUAL Model to describe the service quality in Higher Education Institution. The sources of data were the head and personnel of the different clusters of CBSUA. The data were treated statistically using weighted mean and rank. The weighted-mean scores for the five SERVQUAL dimensions across the offices of the University President, Research and Innovation, Administration and Finance, Business and External Affairs, and Academic Cluster demonstrates that respondents find all five dimensions to be appropriate for assessing the service quality of each office. The relatively high scores across all dimensions highlight the importance of Tangibility, Assurance, Reliability, Reliability, Responsiveness, and Empathy in shaping stakeholders' perceptions and expectations of service quality within an educational institution. While some dimensions hold greater importance for specific offices due to their unique roles and responsibilities, all dimensions are nonetheless essential for evaluating the overall service quality in each context. The findings align with previous research on the applicability of the SERVQUAL model across various contexts, including higher education institutions. Ultimately, the results underline the significance of maintaining a high level of service quality across all dimensions in each office, as this is crucial for ensuring stakeholder satisfaction and fostering a positive reputation for the university.

Managing science in the dictatorship: a profile of general directors of Capes, CNPq and Finep, 1964-1985

This article presents a prosopography of the leaders of science and technology policy in Brazil during the Military Dictatorship. We draw the social profile of the general directors of Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior (Capes), Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) and Financiadora de Estudos e Projetos (Finep) between 1964 and 1985, looking at variables such as gender, region of origin, course and university of training, and professional career. We proposed an approach anchored in historical sociology, analyzing the social trajectory of the agents and the conflicts in the academic-scientific field. The research revealed that the management of the science and technology policy during the dictatorship was controlled by male professors trained in traditional professional courses, a profile similar to that of the presidents of Brazilian universities.

The Community College Presidents’ Initiative in Science, Technology, Engineering, and Mathematics

The Community College Presidents’ Initiative in Science, Technology, Engineering, and Mathematics

Latina Community College Presidents: Drawing from Cultural Intuition to Disrupt Leadership Norms in Higher Education

This study documents the unique personal and professional experiences that Latina leaders bring to the role of community college president. Guided by a Chicana Feminist conceptual framework, we examined the tools, strategies, and assets that Latina presidents possess to persist as higher education leaders within a white patriarchal dominant culture. As a research collective, we conducted platicas as a Chicana Feminist methodology with five Latina community college presidents in California. Each platica lasted between 60 and 90 min. Findings exemplified four sources of cultural intuition that Latina community college presidents drew from to redefine higher education leadership and drive student equity on campus: (1) personal experiences with marginality in educational spaces, (2) accumulated professional knowledge, (3) scholarly training in graduate school, and (4) the process of leading itself. The study found that Latina presidents possessed important knowledge and distinct perspectives based on their experiences as Women of Color, children of immigrants, and former community college students to guide their leadership approaches in equity driven ways.

기업가적 대학의 구성요소와 중요도 분석에 관한 연구

The Changing Role of Universities and the Need for Transition to Entrepreneurial Universities in a Rapidly Changing Environment In the face of rapidly changing domestic and international environments, the evolving role of universities and the necessity of transitioning into entrepreneurial universities have become increasingly emphasized. This study aims to present a framework for entrepreneurial universities by reviewing prior research and domestic and international case studies on the subject. A Delphi method was applied, involving a panel of experts in the field, to identify and refine the key components of entrepreneurial universities. Subsequently, an Analytic Hierarchy Process (AHP) was utilized to analyze the derived indicators and their relative importance. As a result of the study, a total of 11 components and 31 sub-factors were identified, including vision and goals, leadership, entrepreneurial culture, entrepreneurial organization, and entrepreneurship education. Regarding the importance and prioritization of the components, entrepreneurial activities, the leadership of the university president, a vision centered on innovation and creativity, the entrepreneurial orientation of members, and organizational support for entrepreneurship were ranked highest. Through these findings, this study seeks to contribute to providing practical directions for domestic universities to successfully transition into entrepreneurial universities.

Women Midwestern University Presidents Reach One in Three: A Potential Tipping Point for Gender Parity

This research focused on women’s leadership in U. S. college and university presidencies. The authors examined publicly available data that reveal trends in women’s leadership in U. S. higher education. By placing the analysis of data in a larger context, the study identifies this moment as a potential tipping point for women university presidents. Specifically, the study targets Midwestern U. S. regional universities with attention to these variables: presidents’ gender in 2020 and 2023, transition patterns in leadership, and relevant distinctions between public and private institutions. The analysis focuses on leadership changes that differ from national trends and the potential tipping point for gender parity. Further, conclusions are drawn for aspiring women presidents and institutions that wish to advance gender inclusion at the presidential level. Finally, the authors recommend areas of further inquiry and research.

Wisdom in Words: Educational Metaphors in Chinese University Commencements

Commencement speeches at universities are the most important part of the educational activities, with the president’s address carrying a rich array of educational metaphors. To better understand the educational values, concepts and developments of higher education institutions, this study examines 100 graduation speeches delivered by university presidents over the past decade as research material, taking Conceptual Metaphor Theory as the theoretical framework. Employing the Metaphor Identification Procedure (MIP), the analysis identifies 13 prominent source domains of educational metaphors across the speeches. The primary categories include PLANT, CONSTRUCTION, WAR, FAMILY, NATURE, JOURNEY, OBJECT, BODY, ECONOMY, LIGHT, CONTAINER, PLACE, and RELIGION. The quantitative data (tokens, types, resonances) shows that the PLANT metaphor is the most dominant (52.88% resonance), followed by CONSTRUCTION at 18.43% and the WAR at 13.43%. TE further qualitative data showed PLANT metaphor emphasizes the importance of patience, care, and a supportive educational environment, reflecting the deep-rooted agrarian culture and values in China. The CONSTRUCTION metaphor illustrates education as a process of systematically building knowledge, comparing with the goal-oriented and collaborative nature of Chinese educational policies. The WAR metaphor, though less frequently used, underscores the challenges and competitive aspects of education, advocating for resilience and strategic thinking among students. Additionally, the other metaphorical domains that also provide diverse perspectives on education, offering a broader understanding of the complexities within the Chinese educational systems. This study enriches perspectives on educational metaphors in Chinese commencement speeches by revealing how metaphorical language influences educational communication, drawing attention, ensuring effective information transmission and enhancing audience understanding of education elements.

Leadership Lessons for Aspiring College Presidents: Essential Tools, Skills, and Strategies for Success

College and university presidents today face an increasingly complex set of challenges, demanding not only traditional leadership skills but also a nuanced understanding of the unique dynamics in higher education. With heightened financial pressures, technological advances, and evolving student expectations, college presidents must be equipped with the right tools, skills, and strategies to navigate their roles successfully. This article explores leadership lessons for aspiring college presidents, providing a comprehensive overview of the essential competencies required to lead effectively. Drawing from recent leadership theory, case studies, and trends in higher education, this article offers practical guidance for current and future higher education leaders.

Black Like Me: Black College Student Perceptions of Racially Similar College Presidents

There is a strong interest in higher education to enroll a diverse student body, including groups from historically underrepresented populations. This is particularly true within the Black American community, where Black women have increased their presence in higher education yet Black men continue to account for only a small fraction of all college enrollment. To help increase the enrollment of Black men, some institutions have explored and put into place mentoring programs and have looked to symbolically demonstrate that higher education is a welcoming place by spotlighting college presidents who share similar demographic characteristics. The current study was designed to describe the perceptions of Black male college students concerning their institution where a Black male college president was in place. These findings included a range of reactions from the creation of hope and making a difference to perceptions of indifference and even anger. The study illustrates the importance of critically examining role modeling and mentoring as a strategy to help recruit and retain students from diverse backgrounds.

“Behind the Veil”: Unmasking Anti-blackness in Presidential Discourse and Responses to Racialized Incidents

Discourses by university presidents in the wake of racialized incidents continues to be a pressing issue for higher education. Presidential rhetoric can harm those who experience racialized incidents, such as Black students. Using critical discourse analysis, we examined the variations of discourse that a president uses to respond to racialized incidents. Explicitly, as issues of anti-blackness continue to be prevalent within colleges and universities, we sought to highlight how the president’s discourse reinforces anti-blackness narratives perpetuating systemic racism. We center Critical Race Theory and BlackCrit to name how university presidents wrestle with acknowledging anti-blackness. Through a Black liberatory fantasy stance, we offer a framework to engage in radical hope that reimagines what presidential rhetoric should look like, including how university presidents, administrators, and other campus leaders should respond to racialized incidents in meaningful ways that support Black communities and establish equitable policies and practices.

Managing University Autonomy: The Impact of Policy Reforms on Higher Education in China

This research explores the theme of university autonomy within the context of recent policy reforms in higher education in China. As the Chinese government seeks to enhance the quality and competitiveness of its higher education system, the balance between institutional autonomy and state control has become a critical area of study. This research addresses the problem of how these reforms impact the ability of universities to operate independently while remaining accountable to governmental expectations. The primary objectives of the study are to understand how university leaders define and experience autonomy, to analyze the effects of policy reforms on governance structures and decision-making processes, and to identify the challenges that impede effective autonomy. Employing a qualitative methodology, the research utilizes semi-structured interviews with university presidents and Party secretaries, supplemented by document analysis to capture a comprehensive view of governance dynamics. The findings reveal a complex landscape where university leaders perceive academic autonomy positively, yet face significant bureaucratic constraints and political pressures that limit their operational freedom. While recent reforms have led to increased decision-making authority at the departmental level, financial dependencies and informal control mechanisms continue to pose challenges. These insights contribute to the broader discourse on higher education governance, highlighting the need for policies that foster genuine autonomy while ensuring accountability. Ultimately, this research underscores the importance of balancing institutional independence with regulatory oversight, offering recommendations for policymakers aimed at enhancing university autonomy in a way that promotes innovation and responsiveness to societal needs.