Leadership in Higher Education Institutions (HEIs) in South Africa is increasingly undergoing transformation using modern Information and Communication Technologies (ICTs). The study aimed at determining the role of e-Leadership in the management, growth, and sustainability of selected universities in South Africa. A systematic literature review (SLR) was deemed an appropriate methodology to adopt, and 20 relevant studies were reviewed to gain insight into the role of e-leadership in the management, growth, and sustainability of selected universities in South Africa between 2000 and 2025. A qualitative approach was adopted using an SLR aligned with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The main findings indicate a limited body of literature on e-Leadership in South African HEIs, with the concept still poorly understood. The review revealed that many academic strategic leaders lacked sufficient real-time adoption and optimal use of modern ICTs, thereby constraining effective e-Leadership practices. This highlights a gap in the comprehension and implementation of e-Leadership within the sector. Practical implications include the need to evaluate and strengthen e-Leadership practices across universities, enhance the digital competence of academic leaders, and develop technological tools that support real-time decision-making, address emerging student and staff needs, and anticipate future institutional requirements.

Purpose This study aims to examine how gendered norms and institutional contexts shape leadership in the Gulf Cooperation Council (GCC) public and nonprofit sectors. It explores gender differences in leadership styles, the mediating role of organizational culture and how male leaders adapt to feminized expectations in nonprofit settings. Design/methodology/approach A qualitative, interpretive approach was adopted, grounded in feminist theory, organizational sociology and leadership scholarship. Secondary data from policy documents, sectoral reports, media narratives and academic literature across six GCC countries were analyzed. Purposive sampling ensured contextual relevance and cross-sectoral representation. Thematic analysis with manual coding identified gendered leadership patterns, institutional mediation, and adaptive strategies. Triangulation, cross-coding and reflexive memoing strengthened rigor. Findings Women leaders primarily display transformational behaviors, while men exhibit transactional, hierarchical traits. Institutional cultures favor masculine-coded attributes, limiting women’s strategic authority. In feminized nonprofit sectors, adaptive male leaders align with relational norms, whereas resistant leaders face cultural misalignment. National reforms have increased visibility but often remain symbolic rather than empowering. Research limitations/implications Reliance on secondary data limits insights into lived experiences and intersectional dimensions, suggesting the need for longitudinal and comparative studies. Practical implications Organizations should revise evaluation systems, foster mentorship and support adaptive leadership aligned with gender-inclusive norms. Social implications Findings inform policies to advance culturally sensitive, equitable leadership in the GCC. Originality/value The study advances GCC gendered leadership research by integrating leadership, gender role and representative bureaucracy theories. It highlights hybrid leadership, men’s adaptive strategies and structural constraints, providing contextually grounded insights for leadership development, inclusive policy and equitable governance.

As Artificial intelligence (AI) continues to transform industries and redefine professional roles, integrating AI competence development into education has become a strategic priority. This exploratory study implements a LLM-based Delphi methodology to identify essential AI competencies, examine barriers to AI integration in academic settings, and develop actionable strategies for competency development in higher education. The research process employed large language models (LLMs) to conduct a simulated exploration with inductive thematic analysis of interdisciplinary perspectives, prioritize critical themes through iterative rating cycles, and resolve polarization via structured deliberation of disputed concepts. The key outputs include the development of a consensus framework outlining universal AI literacy standards, human-AI collaborative pedagogy models, equity-centered implementation protocols, and ethical guardrails for responsible adoption, together with a toolkit with practical guidelines to operationalize the consensus findings. The study aims to assess AI's potential as a collaborative agent in educational design and to evaluate to what extent an AI-generated framework meets established OECD criteria for quality and robustness. This report addresses three primary audiences: curriculum designers developing AI competency models, institutional leaders implementing equity-focused AI policies, and researchers examining pedagogical impacts of human-AI collaboration.

This article aims to analyse the Ulumul Qur'an paradigm as the basis for strengthening value-based Islamic Education Management (MPI). This study uses a qualitative approach with a library research method. The data sources are secondary data obtained from the Ulumul Qur'an book, thematic Qur'anic interpretations, Islamic education management books, and relevant scientific journal articles. The data collection technique was carried out through searching and documenting literature related to Qur'anic values and educational management practices. The data were analysed using content analysis through a process of data reduction, concept categorisation, and thematic interpretation. The results of the study show that Ulumul Qur'an not only functions as a normative-theological discipline but also has epistemological, axiological, and practical relevance in strengthening Islamic education management. Qur'anic values such as amanah, itqan, shura, 'adl, and mas'uliyyah play an important role in strengthening leadership, planning, decision-making, and quality evaluation of Islamic educational institutions. These findings confirm that the Ulumul Qur'an paradigm can be a conceptual foundation for the development of ethical and sustainable Islamic educational management.

Application of a strategic approach in managing people in an organization has been touted as acritical component in improving organizational performance. Although the relationship between Strategic Human Resource Management (SHRM) and performance is well established in private sector research, empirical evidence from public sector organizations in developing countries remains limited. This dearth is even more evident since Kenya adopted a devolved system of government in 2010. This study examines the influence of SHRM practices on public sector performance using survey data from County Governments in Western Kenya. This study examines the influence of SHRM practices on public sector performance using survey data from county governments in Western Kenya. Data was analyzed using Multiple Linear Regression Analysis to establish the effects of strategic recruitment and selection, performance management, training and development, and talent retention on performance. Performance was measured using service delivery metrics of organizational effectiveness, accountability and employee motivation. The results show that SHRM practices have a significant positive influence on public sector performance, with performance management and training and development emerging as the strongest predictors. However, the findings also suggest that the effectiveness of SHRM practices is dependent on institutional capacity and leadership commitment. The study extends SHRM–performance research to a devolved public sector context in the Global South and offers practical insights for strengthening county-level performance through strategic HRM.

The study examines how principals' pedagogical leadership influences the social climate in schools, with a specific focus on comparing the public and private sectors. It employs a quantitative-descriptive and correlational methodology, utilizing validated questionnaires administered to teachers from both types of institutions. These questionnaires focused on dimensions such as relationships, self-actualization, stability, leadership's capacity for change, and various components of school climate. The findings generally indicate that teachers have a favorable view of institutional leadership, particularly valuing the dimension of capacity for change the most. However, the correlations identified between leadership and school climate lacked statistical significance, suggesting the need to explore intermediate or qualitative variables to fully understand this disconnection. Moreover, the differences between the institutions were minimal, indicating that perceptions of leadership are likely influenced more by the professional quality of the leader than by the type of school leadership. This highlights the importance of enhancing managerial competencies to foster a positive school climate.

Health Professions Education (HPE) cannot rely on assumptions of stability. Fragile contexts – wars, disasters, political upheaval, and systemic weakness – disrupt teaching and learning, assessment, accreditation, and the well-being of learners and faculty. This AMEE Guide provides a framework for building resilient HPE that survive crises and use them as opportunities for reform. The Guide identifies three types of fragility and explores their impact on institutions, human capital, clinical training, and social accountability. To boost resilience, the guide recommended adaptive strategies that include creating crisis management committees, implementing modular and competency-based curricula, allowing credit transfers for displaced learners, and incorporating tailored training programs. For curriculum delivery innovations range from hybrid and low-tech methods to peer-assisted approaches, diaspora involvement, and community-based services. A practical model for fair and feasible assessment in disrupted environments is suggested, with a focus on outcomes, flexibility, and cross-border recognition for rethinking accreditation and quality assurance. Systems thinking underpins the Guide, highlighting how destructive cycles such as brain drain can erode capacity, while virtuous cycles – driven by technology adoption, partnerships, and community integration – can foster recovery and growth. The guide also calls on educators, institutional leaders, and policymakers to move from reactive responses to proactive preparedness.

Introduction Medical educators increasingly recognize the need to improve training about the health and healthcare of sexual and gender minority (SGM) populations, yet many report uncertainty about how to address these topics in teaching. Pervasive cisheteronormativity in the medical education system necessitates intentional effort to improve SGM teaching. This study explores the drivers and impacts of medical educator behavior when teaching about SGM individuals and their health. Methods We conducted seven faculty educator interviews and four student focus groups (third- and fourth-year medical students, N = 18), representing experiences across the four-year medical curriculum. We used an inductive approach to identify themes about faculty behavior around SGM topics and the impacts of these behaviors on students. Results Faculty and students consistently value respect for SGM patients and populations. However, variability in educator comfort, local culture, and curricular complexity create inconsistent educational quality. We identified four themes: (1) SGM health education occurs through modalities beyond the formal curriculum; (2) Structural factors drive variability in SGM education; (3) Perceived importance of teaching SGM topics is tied to clinical relevance, empathy, and lived experience; and (4) Educator comfort is tied to fear of mistakes, growth mindset, and support. Discussion Quality of SGM teaching is driven not just by inclusion of SGM content but also by how educators engage with the information. SGM teaching quality is driven by educator perception of control in teaching about SGM health (e.g. knowledge, comfort, fear of making mistakes, extent of institutional support) and local norms about SGM inclusion in teaching. Institutional leadership can foster SGM inclusivity in medical curricula by providing intentional faculty development, supporting a growth mindset culture for educators, and providing centralized oversight of SGM content across the curriculum. These strategies promote alignment among educators and a cohesive curriculum for preparing future clinicians to care for SGM patients.

African institutions are under pressure to innovate, adapt, and maintain global competitiveness in rapidly changing circumstances. Innovation management, leadership changes, capacity building, and governance frameworks are increasingly seen as key to institutional performance and sustainability. These methods are becoming more important, but research on their nature, execution, and efficacy is scarce. In this scoping study, we map and synthesise the literature on management strategic initiatives to improve African institutional performance between 2015 and 2025. The six steps are establishing the research question, locating suitable studies, selecting a study, charting the data, gathering, summarising, and reporting the results, and consulting stakeholders. A comprehensive search technique will be used throughout Scopus, Web of Science, PubMed/MEDLINE, ProQuest, AJOL, and grey literature sites including Google Scholar, World Bank, and African Development Bank repositories. Peer-reviewed and grey material published in English between 2015 and 2025 on managerial approaches to improve African institutional performance is eligible. Two reviewers will independently screen titles, abstracts, and entire texts, with differences handled by discussion or a third reviewer. A standardised charting form will guide data extraction, and narrative synthesis with tables and figures will present findings. Since this study reviews current literature, ethical approval is not needed. Institutional leaders, policymakers, academics, and practitioners will benefit from findings. Publishing in a peer-reviewed journal, academic conferences, stakeholder workshops, and policy briefings will optimise impact.

Purpose: The purpose for conducting the current study was to identify the correlations of part-time faculty use by an institution and student success. Student success was measured, for the current study, as retention, cost, graduation rate, and post-college earnings. Methodology: The study examined the relationship between the use of part-time faculty and student success at 164 Research 1 and 2 universities drawn from the Association of Public Land Grant Universities (APLU) list. Using data from the Integrated Postsecondary Education Data System (IPEDS) and the U.S. Department of Education’s College Scorecard, four outcomes were analyzed: first-to-second year retention, six-year graduation rates, cost of attendance, and post-graduation earnings. Findings: Findings indicated that part-time faculty made up an average of 27% of the instructional workforce, with wide institutional variation. Correlations revealed slight negative relationships between higher part-time faculty use and retention, graduation, and earnings, with minimal impact on cost of attendance. Although the statistical effects were small, the data suggest that heavy reliance on adjunct faculty does not benefit students in measurable outcomes. Unique Contribution to Theory, Policy, and Practice: Findings confirm the complexity of fiscal realities for colleges and universities and best practices for teaching and learning. The study provides the important suggestion that institutional leaders become more purposeful in their use of adjuncts and work more intentionally in their institutional induction.

This paper provides a systematic review of empirical studies on job satisfaction among vocational college teachers in China between 2020 and 2024. Following the PRISMA guidelines, 24 peer-reviewed articles were selected from the Scopus database to identify the key determinants influencing faculty job satisfaction. These determinants are grouped into five categories: organizational environment (e.g., leadership quality and collegial support), economic and welfare conditions (e.g., remuneration and benefits), career advancement opportunities (e.g., training, promotion, and academic mobility), job attributes (e.g., workload, autonomy, and role fit), and individual or psychological factors (e.g., intrinsic motivation, adaptability, and work-life balance). The findings indicate that faculty job satisfaction arises from the dynamic interaction of institutional arrangements, individual characteristics, and contextual conditions, with notable disparities observed across regions, institution types, and divisions between urban and rural areas. The primary contribution of this study lies in synthesizing fragmented research into an integrated conceptual framework that clarifies the multidimensional determinants of job satisfaction specific to China's vocational education context. By bridging methodological and thematic gaps in the literature, this review not only consolidates existing evidence but also offers a structured basis for future empirical research and the formulation of policy based on evidence. Furthermore, it provides actionable insights for institutional leaders and policymakers to support teacher mental and physical health, improve organizational effectiveness, and support the sustainable development of vocational education in China.

Medical academic excellence is based on leadership. This is because the appointments of department heads, deans, senior faculty administrators, and faculty members directly impact the quality of teaching and faculty motivation. A fundamental question is unanswered in Pakistan: what truly qualifies individuals to lead - higher academic qualification or experience? What about administrative abilities and research accomplishments? A Case for Qualifications and Competencies Beyond Years of Experience In some institutions, the majority of leadership positions are still awarded on the basis of chronological seniority and length of service. This is often done without taking into consideration academic qualifications or leadership capabilities. Years of service are equated with expertise in this long-standing, but flawed practice. The time spent at a job does not translate into a productive contribution. Many individuals have accumulated years with no measurable contribution to academic or scientific research, innovative teaching methods, or roles in institutional leadership. The higher the qualifications, whether it's a doctorate, a specialized fellowship, advanced training in health administration, medical research, education methodology, or research, then, the more likely you are to have the ability and capacity for transformative leadership. The expectation is that academic leaders will not just serve, but achieve have producing impactful work, obtaining grants, mentoring and supporting younger faculty, or representing their institution within scholarly communities. It is far more beneficial for an institution to have leadership that focuses on academic depth and excellence. Integrating Administrative and Research Competence Leadership is not possible without administrative expertise and research involvement. The ability to effectively manage academic teams and handle complex academic systems is essential for effective governance. Leadership with advanced degrees but without managerial skills may have difficulty implementing policies, and an administrator who lacks academic background or research knowledge risks turning academia into bureaucracy. The ideal leader of medical education should be an academically qualified, administratively skilled, ethically grounded professional with a strong research focus. PM&DC Needs to Define Standards It is critical that Pakistani medical educators fill the gap of a lack of nationally recognized criteria to determine academic leadership. Pakistan Medical and Dental Council's (PM&DC) role in setting leadership criteria must be based more on documented contribution and demonstrated expertise than just job longevity. Key policy recommendations include the following: Benchmarks for mandatory higher education (e.g., PhD or FCPS certification, or the equivalent advanced certification), required of Deans. Principals and Directors There are weighting systems that give more importance to research, postgraduate supervision, or scholarly output than simple seniority. Processes of selection transparently incorporating peer-review, academic audit, leadership interviews, etc. Continuous professional growth in academic leadership and healthcare administration with requirements for revalidation, impactful, research-based publications, not just the quantity of publications. The succession planning process identifies future leaders and prepares them based solely on performance and merit. Conclusion It is a common practice to confuse "years" of service with "experience". The result has been a decline in leadership standards across medical institutions. Academic leadership requires not only tenure but advanced knowledge, intellectual rigor, and a vision for transformation. For Pakistan to raise the quality and credibility of its medical system, it must switch from a time-based selection to a qualification-based and competence-based meritocracy. PM&DC is both mandated and obligated to implement these standards in order to ensure that the leadership of medical academia goes to the most competent individuals who can advance education, professional ethics, and research. Leadership isn't measured by the number of years you have served. It's about impact, and this can only be achieved by a higher-level qualification.

Translating science to improve health-a report from the "Agriculture and Diet: Value Added for Nutrition, Translation, and Adaptation in a Global Ecology" (ADVANTAGE) Project Working Group 5.

Research articles are essential for achieving academic excellence, frequently impacting career progression, funding opportunities, and the prestige of educational Institutions. However, for dental students, postgraduates, and faculty in India and neighbouring countries, producing consistent and high-quality research remains a significant challenge. The present narrative review explores the complex and interconnected barriers affecting research productivity in the field of dentistry. These barriers are classified into three major categories. Institutional constraints this encompasses insufficient research funding, poor infrastructure, and a lack of administrative assistance. Personal challenges these include time limitations arising from academic or clinical obligations, low motivation, inadequate expertise in scientific writing, and the need to balance multiple responsibilities. Structural barriers ambiguous promotion rules, insufficient training in research methodologies, and the absence of interdisciplinary collaboration also hinder research engagement. The present review aims to identify the obstacles encountered by dentists in India regarding research publication through an analysis of peer-reviewed literature, reports from the Dental Council of India, and the University Grants Commission, as well as policy documents such as the National Education Policy (NEP) 2020. It also addresses current initiatives such as faculty development programs, research workshops, and Institutional policies designed to enhance the research culture. To overcome these obstacles, it is advisable to implement practical solutions such as establishing research cells, developing structured mentorship programs, enhancing access to statistics and writing assistance, allocating time and rewards specifically for research endeavours. The present article seeks to motivate Institutional leaders, educators, and legislators by outlining both the challenges and potential solutions, thus fostering a more conducive atmosphere for significant research among dental professionals at all levels.

Hospital Preparedness and Operational Adaptation for the Safe Management of Crimean-Congo Haemorrhagic Fever Patients.

This study aims to examine and formulate integrative strategies for combining Arabic language instruction with moderate Islamic education in Islamic boarding schools as a means of cultivating students who are both linguistically proficient and characterized by wasathiyah (moderation). Employing a descriptive qualitative approach with a field research design, the study was conducted at Al-Ma’arif Islamic Boarding School in Jombang, East Java. Data were collected through participatory observation, semi-structured in-depth interviews, and document analysis involving 20 respondents, including Arabic language teachers, students, and institutional leaders. The data were analyzed using the interactive model of Miles and Huberman, with validity ensured through triangulation and member checking. The findings reveal that the integration of Arabic learning and moderate Islamic education is implemented systemically through four interrelated components: curriculum integration, contextual-reflective instructional methods, the reinforcement of a moderate language environment (bi’ah lughawiyyah), and holistic evaluation encompassing cognitive, affective, and social dimensions. Empirical evidence indicates that this integrative strategy not only enhances students’ Arabic language competencies but also effectively internalizes values of Islamic moderation such as tolerance, justice, and balance thereby positioning Arabic as both an academic and moral-ideological instrument in fostering inclusive, critical, and peace oriented student character.

Lime-transformational headship has gained more significance due to the growing use of sustainability-based processes in officialdoms and educational companies. Powerful individuals that advance ecological responsibility and support ecological ethics are actively involved in turning staff flexibility and ecological efficiency. Two hypotheses were formulated: to investigate how Lime-transformational headship influence the staff flexibility and performance within higher education companies. The study was conducted using a validated questionnaire as quantitative cross-sectional research. Multistage sampling was applied to obtain data among faculty and administrative personnel employed in Islamabad and Karachi, Pakistan, in HEC-recognized private and public universities. A total of 416 respondents were used to collect the data. Data analysis was conducted with the SPSS version 26 and SmartPLS 4. The results revealed that Lime- transformational headship has a wide scope of improving staff adaptive performance and ecological performance. When staff under headship develop good ecological commitment, vision and support, they will be better positioned to adjust to structural requirements and better placed to practice sustainable work. Lime-transformational direction is a real approach to ensuring sustainability and streamlining employee activity in the higher education companies. The toleration of this headship style may help the development of institutions, Lime work environment, and greater staff flexibility. Institutional leaders and officials are motivated to incorporate sustainable headship in order to be able to optimize productivity and environmental responsibility.

From the perspective of strategic organizational management, effective business leadership is essential for navigating the digital transformation of financial ecosystems. The purpose of the study was to determine and investigate the potential drivers behind the intention to use and the actual use of digital financial services (DFS) made available in Tunisia. A survey of 141 Tunisian respondents was conducted through partial least squares structural equation modelling (PLS-SEM) with bootstrapping, based on a conceptual model grounded in the technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT). By examining these relationships, the study also offers insights into the behavioral factors and leadership-related influences that shape users’ acceptance of digital solutions. Findings revealed that perceived usefulness, perceived ease of use, social influence, trust, and even current perceived risk had a positive impact on the intention to adopt DFS. Conversely, current digital literacy, government support, and technology support & infrastructure had a negative effect on that same intention. Furthermore, results showed that the COVID-19 pandemic, satisfaction level, and expectations regarding security, affordability, and reliability directly and positively influenced the switch to actual use of DFS. The intention to use DFS, however, did not translate to actual DFS adoption, indicating a possible intention–action gap. This observation highlights the importance of behavioral dynamics and institutional leadership in bridging the divide between stated intentions and real usage. The findings are contextual to the region, age, education level, and size of the sample. This work contributes to the literature on the factors behind DFS adoption, specifically in the Tunisian context. In addition, it implies that policymakers, regulators, and financial institutions can encourage users’ adoption of DFS by improving ease of use, enhancing digital literacy, building trust, suggesting solid regulatory frameworks, and strengthening supportive infrastructure, all of which require strategic leadership, effective communication, and user-centered decision-making. Ultimately, these findings underscore the pivotal role of business leadership in fostering ethical, inclusive, and technologically advanced financial environments.

The Division of Zoology at the Department of Biology, Faculty of Science, University of Zagreb, celebrates 150 years of continuous contribution to zoological research, education and public engagement. As one of the oldest and most respected institutions in Croatia dedicated to zoological sciences, the Division has played a central role in shaping the development of zoology and related disciplines at both national and regional levels. This review article marks this significant milestone by providing an overview of the Division’s activities and achievements over the past decade (2014 – 2024). Key focus areas include scientific research, with an emphasis on biodiversity, ecological interactions, ecosystem functioning, biomonitoring and evolutionary biology; project involvement and educational contributions, reflecting a strong commitment to curriculum modernization, field-based learning and integration of contemporary pedagogical approaches. The Division continues to play a pivotal role in the Faculty’s academic structure, accounting for approximately 40% of teaching at the Department of Biology and actively participating in institutional leadership, professional associations and public science communication. In addition to its extensive publication record and project output, the Division maintains valuable zoological collections, necessary to support the professional development of students, young scientists and educators. The 150th anniversary represents not only a celebration of the Division’s legacy but also a reaffirmation of its ongoing dedication to excellence in science, teaching and community engagement.

This research aims to reconstruct the leadership role of school principals in the digital age, moving from the traditional managerial paradigm to the Murabbi leadership model. Specifically, this study explores how Day Care principals implement transformational leadership to build a sustainable innovation ecosystem in a technology-based education environment. This study uses a qualitative approach with multiple case study designs. This research was conducted at Al-Ghazi Day Care. Data collection was conducted through semi-structured in-depth interviews with principals, innovation coordinators, and senior teachers, as well as participatory observation of curriculum development meetings and technology-based learning activities. Data are analyzed using thematic analysis to identify patterns, strategies, and challenges in leadership practice. Key findings show that the reconstruction of leadership roles occurs through three main dimensions: (1) Technopedagogical Vision, where school principals not only adopt technology but also embed Islamic pedagogical vision in it; (2) Collaborative Empowerment, which is shifting authority from hierarchical to facilitative by creating a safe space for teachers to experiment and fail; and (3) Cultivation of Digital Spirituality, which is to guide the school community to use technology ethically and meaningfully according to Islamic values. The role of Murabbi is manifested in guiding, inspiring, and serving as a role model in innovation, not just in managing resources. This study concludes that the Murabbi leadership model offers a practical framework for transformational leadership in modern Islamic educational institutions. This model allows the principal not only to be an innovation manager but also a character builder and an architect of an ecosystem that fosters creativity authentically and spiritually. The practical implication of this research is the need for a leadership development program that integrates technological competencies with Islamic pedagogical leadership values.