Leadership In Higher Education Research Articles

A typology for digital leadership in higher education: the case of a large-scale mobile technology initiative (using tablets)

This study investigated a digital reform initiative, rated excellent by the government, of one higher education institution (HEI) in an Arab State in the Gulf. The focus of the study was to develop a digital typology, while exploring the leadership attributes that characterized the core leadership team, as they accomplished the migration towards a digital culture in one year, within a context where faculty members showed resistance against digitalization. The study was conducted immediately after the implementation of the initiative that took place over the course of one year, just before the Covid-19 pandemic. Semi-structured interviews were conducted with all the six key individuals in the leadership team who led this initiative. Data was analyzed using content-based analysis. Findings of the study were used to synthesize a 5D typology for digital leadership attributes: (1) Digital competence; (2) Digital culture; (3) Digital Differentiation; (4) Digital governance; and (5) Digital advocacy. The paper provides in depth discussion how these attributes supported the adaptive ability of a Higher Education Institution towards accepting digitalization.

A Closer Look on Lecturer’s Organizational Commitment and Job Satisfaction: A Survey on Selected University

Lecturers are human resources who have the main role in higher education. However, as significant assets of higher education, lecturers often indicate a low level of job satisfaction and organizational commitment, which is caused by unprofessional and disproportionate task load division procedures and systems as well as ineffective leadership styles which then lead to the intention of lecturers leaving the organization. Therefore, this study aims to examine the effects of instructional leadership and task load on lecturers’ organizational commitment and job satisfaction. This is an experimental study which uses quantitative methods by using a structured questionnaire that is distributed to 60 lecturers who work at the Dental Faculty of IIK Bhakti Wiyata Kediri. The Partial Least Square (PLS) is used in this study as a statistical tool to test research hypotheses. The findings indicate that instructional leadership has positive effects on organizational commitment (p = 0.297) and job satisfaction (p = 0.301), while task load has negative effects on organizational commitment (p = -0.553) and job satisfaction (p = -0.364). These findings have implications for the importance of the ability of leaders in higher education to be able to manage proportional and fair workload assignments to increase lecturers’ organizational commitment to the organization. The findings also encourage the ability of leaders in higher education to be able to build closer social relationships with lecturers both psychologically and emotionally to understand their level of job satisfaction in order to achieve organizational goals effectively.

A Systematic Literature Review on Change and Leadership in Higher Education

This paper presents a systematic literature review that focuses on the topics of change and leadership in Higher Education, in order to synthesis existing research in this key emerging area and provide some direction for future research. A review framework and method are outlined, in order to clarify the type and source of literature to be reviewed and the focus of this review process. Then, findings are analysed and presented, and thematic areas identified and analysed. Gaps in research are then explored followed by a conclusion and recommendations. Initially, 80 relevant articles were identified from Scopus and Academic Search Complete since 2010. Through abstract review, articles, which did not adequately relate to change and leadership were removed. The final number of papers reviewed and thematically analysed in detail were 23.
 This research confirms that there has been a steady output of peer-reviewed journal articles published that focused on both leadership and change in Higher Education. Through thematic analysis, several key themes emerged. These included an array of change drivers and the internal and external context associated with politics, culture and traditions and the developmental stage of the higher educational system. Staff utilisation, collaboration and development were additional themes identified that set the scene to determine effective leadership approaches and characteristics. The final theme identified was leadership recruitment and development. Many knowledge gaps from an instrumental, humanistic, critical, and philosophical perspective were identified. It is hoped that this literature review will aid further scholars in their research and develop new knowledge so that convergent views on this important topic will surface.

PENERAPAN KEPEMIMPINAN TRANSFORMASIONAL UNTUK MENINGKATKAN KREATIVITAS DOSEN

This service activity is carried out with the aim of socializing the role of transformational leadership on the performance of lecturers. in universities in Indonesia. The implication of this research is that higher education leaders must pay attention to lecturers to improve creative performance. This can be achieved by paying attention to the Intellectual Stimulation aspect.

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

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

Higher education leadership and curricular design in industry 5.0 environment: a cursory glance

PurposeTo offer an insight into post-COVID-19 Industry 5.0 environment, educational responses that are being made by Higher Education institutions (HEIs), and leadership qualities that appear to be effective in this environment. Also, to develop a conceptual model of causal relationships between the identified constructs in producing educational curricular outcomes.Design/methodology/approachInterpretative review was conducted identifying, analyzing and synthesizing the relevant literature on the relationships between post-COVID-19 Industry 5.0 environment, HEI’s leadership characteristics, their decision-making bases and curricular design outcomes.FindingsThe literature showed that in unpredictable post-COVID-19 Industry 5.0 environment, thriving HEIs are found to have leaders who are perceptive, visionary and agile with effective communication and navigation skills; embracing change culture; and able to learn from concrete experiences. Responding to the pandemic and Industry 5.0’s disruptive technology, these leaders are accelerating university–industry engagement and developing more flexible, student-centered, work-based curricula. Synthesis of the literature resulted in developing a conceptual model that shows that environmental turbulence is likely to influence curriculum design through leaders’ decision bases, and that leaders’ characteristics and industry engagement may interact with leaders’ decision bases to strengthen this influence.Originality/valueA different lens was offered of the type of leadership that is seen to be effective in the turbulent and HE post-COVID-19 Industry 5.0 environment, and a novel conceptual model of relationships was developed which has potential impacts for HE leadership theory and practice.

Higher education leaders’ perspectives of accessible and inclusive online learning

Online learning can potentially meet increasingly diverse students’ needs in higher education, including disabled students. However, institutions have historically struggled in providing accessible and inclusive online learning. Higher education online learning leaders, those who manage instructional designers, are in a unique position to help institutions strategize and create accessible and inclusive online courses. In this qualitative study, we interviewed nine higher education online learning leaders to understand leaders’ perceptions about how institutions provide accessible and inclusive online learning. Results demonstrated that despite varying conceptualizations of accessibility and inclusivity, online learning leaders perceive an insufficient but growing emphasis in higher education. Overall, participants described instructional designers as the most knowledgeable and skilled in this area. Participants described a lack of agency for instructional design teams and a need to advocate for buy-in from senior leadership. They also described strategies (e.g., faculty development, quality standards, and accessibility checkers) to support faculty.

Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education.

Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education.

On marginality, socialization, and lessons learned for the future of faculty diversity

ABSTRACT To improve the dialogue on the experiences of ethno-racially and gender-diverse faculty, this article draws on the author’s previous research and insights from experience in academic leadership positions. Research findings and practical recommendations emphasize that marginalized faculty are talented and committed to succeed in their academic careers. However, individual efforts are not enough to counter the effects of inhospitable work environments. Organizational factors such as those within the department and the institution as a whole are crucial to support the successful development of a diverse faculty body. Higher education leadership, at local as well as national levels, must work toward the cultivation of nurturing work environments for all faculty, including those who may bring different perspectives. Individual and organizational efforts can work together to include the contributions of all faculty.

Indonesian national qualification framework & MBKM curriculum of PAI doctoral in UIN Sunan Kalijaga

The curriculum is so important in Higher university. The existence of compulsory higher education and transformed into an independent agency without interest and political elements stored in it. This Study aims to describe the Indonesian National Qualification Framework and MBKM Curriculum of PAI Doctoral in PTKI. This research's findings are as follows the reality is that the recruitment pattern of educational institutions cannot be separated from the grip of politics. For example, many top leaders in higher education are still wrong the mention KKNI, the error lies in how to understand the concept of KKNI only to the extent of the curriculum. With the implementation of the curriculum, it is hoped that PTKI will meet the needs of employment opportunities and can play an important and active role in social life at the national and international levels. In addition, all PTKI graduates can obtain equality in terms of rights and recognition related to further education in all countries that have the same qualifications that have been determined by all graduate users

A comparative study on turnaround leadership in higher education and the successful implementation of the UN’s sustainable development goals

PurposeGiven the increased emphasis on embedding the 17 United Nations Sustainable Development Goals (UN SDGs) in the curriculum, research, engagement activities and operations of higher education institutions, this comparative study aims to replicate an earlier international study of Turnaround Leadership for Sustainability in Higher Education (TLSHE) in the unique context of Malaysia and Japan. This paper also presents a case for closer focus on developing Education for Sustainability (EfS) leaders in institutions of higher learning.Design/methodology/approachThis study is a quantitative comparative research. The authors collected data for EfS-related variables from lecturers affiliated with Malaysian and Japanese public and private universities. Building on the data and results from the TLSHE study, this study made a series of within- and between-sample descriptive comparisons from different angles and levels. To generalize the findings, this study used gender and experience outside higher education as control variables and compared the academics from the Malaysian and the Japanese institutions through the path modeling framework.FindingsThe comparisons showed that except for two domains, namely, contextual factors influencing EfS leadership and the EfS leadership development approaches, the means of all other domains based on the data collected from the Malaysian sample were the highest, followed by means from the international TLSHE sample, and finally the means from the Japanese sample. This study also observed that transparency, engagement with EfS initiatives at different levels, passion for teaching and learning, and creative and lateral thinking were among the top indicators. The inferential tests revealed significant differences between the academics from Japan and Malaysia as well.Practical implicationsThe findings of the analyses can be used to ensure that the selection and development of EfS leaders (in this case, lecturers who may be formal or informal EfS leaders), not just at the central but at the local level in the distinctive context of Japan and Malaysia, focus on what counts and the good ideas embodied in the 17 UN SDGs are actually put into practice. This study has also highlighted the policy implications with respect to the gender and the previous work experience of lecturers outside higher education sector in more detail.Originality/valueThis study compares the perceptions of two samples of academics from Asian countries with the perceptions of the international TLSHE sampled EfS leaders in terms of EfS leadership-related issues and therefore, increases the awareness of academic community in this regard. It also highlights the role of lecturers (e.g. professors) as intellectual academic leaders in achieving SDGs. Moreover, this study shows that lecturers’ gender and previous work experience outside higher education should be considered when developing and implementing policies on EfS leadership.

The role of leadership in effective implementation of quality assurance mechanisms in higher education: an exploratory case study from Pakistan

PurposeThis study aims to explore whether and how leaders’ attributes, understanding of and attitude towards quality assurance (QA) shape their practices towards effective implementation of QA in universities.Design/methodology/approachUsing qualitative case study, the data were collected from nine institutional leaders purposively selected from two universities. The data, collected through semi-structured interviews, were analysed using thematic analysis technique.FindingsThe findings revealed that personal attributes of leaders such as understanding of QA, attitude towards QA and practices shape leadership style either as transformational or compliance leader. The transformational leader implements QA procedures with the intention of bringing improvement in teaching learning and research quality. In contrast, the compliance leaders are primarily concerned with implementation of QA procedures merely to fulfil the requirements of an external regulatory body.Research limitations/implicationsThis study acknowledges that certain other factors (e.g. demographics, institutional policies or practices) might have an influence on leadership practices. Using the framework of this study, further quantitative and/or mixed methods research can expand by bringing more factors that can shape leadership practices.Originality/valueThe role of leadership is significant to the success of any university. A plethora of studies have reported various aspects of successful leadership in higher education (HE). However, in the changing nature of HE due to the emergence of formal QA, there is paucity of research that focusses on the role of leader’s attributes in the effective implementation of QA procedures.

Using partial least squares structural equation modeling (PLS-SEM) to assess the effects of entrepreneurial education on engineering students’s entrepreneurial intention

This study aims to assess the impacts of three components from Theory of Planned Behaviour (TPB) on Entrepreneurial intention and analyze the mediating effects of these three components in the relationship between Entrepreneurial education and Entrepreneurial intention and in the relationship between Self-Efficacy and Entrepreneurial intention among engineering students. Data were collected via a structured questionnaire from engineering students at Industrial University of Ho Chi Minh City in Vietnam. The methodology employed Structural Equation Modelling Partial Least Squares (SEM-PLS) using SmartPLS (version 3.3.3) to assess the relationship among variables. Findings confirm the directly positive relationship between Attitude toward entrepreneurship, Perceived behaviour control and Subjective norms on engineering student’s entrepreneurial intention. These three components of TPB mediate the relationship between Entrepreneurial education, Self-Efficay and engineering student’s entrepreneurial intention. This study contributes toward the understanding of engineering student’s entrepreneurial intention in Vietnam as an emerging market in Asia. The mediating effects of three components of TPB have been systematically investigated and the indirect roles of Entrepreneurial education and Self-Efficay have been validated by applying employed Structural Equation Modelling Partial Least Squares (SEM-PLS). Managerial implications are discussed to promote engineering student’s entrepreneurial intention in Vietnam. Higher education leaders and policymakers can utilise the findings to construct the initiatives of entrepreneurship development and their implementation for engineering students.

Leading the way–Understanding women’s university leadership during crisis through a feminist educational leadership lens

Crisis leadership in higher education has received scholarly attention before COVID-19, yet found itself even more in the focus of global leadership research since 2020. This article employs the theoretical framework of Feminist Educational Leadership (FEL) to better understand the crisis leadership of five women university presidents from three different continents and five different countries during the COVID-19 pandemic. Through content analysis, the researchers identified themes related to the four components of FEL (concerns for social justice and equity for all stakeholders, empowerment of all stakeholders, establishment of a sentiment of caring, and fighting existing injustices) in the presidents’ qualitative interviews for a larger project on university presidential leadership during COVID-19. The findings show that women university presidents employ FEL in order to successfully lead their institutions through crises.

Inside the Teaching Machine: Rhetoric and the Globalization of the U.S. Public Research University

Inside the Teaching Machine: Rhetoric and the Globalization of the U.S. Public Research University

A Case Study of the Comparison of Philosophical Underpinnings of Educational Leadership in Higher Education

A Case Study of the Comparison of Philosophical Underpinnings of Educational Leadership in Higher Education

Higher Education Stakeholders’ Early Responses to the COVID-19 Crisis

In early 2020, the COVID-19 pandemic necessitated a swift and dramatic shift in how higher education teaching, learning, and other operations occurred. In the months that followed, higher education stakeholders endured major transitions and unexpected challenges. Higher education leaders, policymakers, students, faculty, and staff were influenced by the pandemic in a variety of ways. There is much to be learned from the experiences of higher education stakeholders during the early months of the pandemic. This article introduces the two-part special issue on Higher Education Stakeholders’ Early Responses to the COVID-19 Crisis, situating the research presented in the special issue within the broader context of high-stakes decision-making during a period of global uncertainty, stress, and conflict. The first part of the special issue presents research on the responses of institutional leaders and policymakers to the COVID-19 crisis. The second part of the special issue examines student and “classroom” experiences during the early months of the pandemic. Studies such as these on the responses of higher education stakeholders to the COVID-19 crisis enhance important understanding about how institutional leaders, policymakers, and other stakeholders made sense of and took steps to address the challenges presented by the pandemic.

Shared leadership in higher education: an exploration of the composition of school leadership teams and school performance

ABSTRACT Leadership teams have the potential to be extraordinarily effective bodies, undertaking institutional-level decisions and driving performance. There has been limited exploration of the nature of leadership teams in higher education and specifically those at the forefront of academic units where teaching and research is undertaken. This study examined the relationship between composition of school leadership teams and school performance data over a 5-year period in one Australian university. The results demonstrate an agility at the school level to address changing institutional priorities through the composition of school leadership teams and a distributed approach to leadership, providing momentum on which to build.

Research on sustainability leadership in higher education: a scoping review

PurposeDespite the centrality of leadership to the successful transformation of universities toward sustainability, the literature on the role and practices of sustainability leadership in higher education remains poorly developed. To address this gap, this study aims to develop a conceptual model of sustainability leadership in higher education.Design/methodology/approachThe study adopts the scoping review method to review, critique and synthesize relevant literature.FindingsThe resulting model of sustainability leadership in higher education proposes that sustainability leadership in higher education has the potential to transform university practices through reorientation and stewardship of the institutional mission and strengthening the commitment of stakeholders. Sustainability leadership has the potential to create a positive effect on a balanced set of performance indicators, as well as contributing to institutional and societal resilience in the longer term.Originality/valueSustainability leadership in higher education should be given prominence in its own right due to the unique organizational context of universities. This study synthesized the current discourse on sustainability leadership in higher education and its distinct attributes toward sustainable development.

Leading the many, considering the few

The global COVID-19 pandemic has changed the world we live in in the most invasive ways. Higher education institutions around the globe are faced with new emerging questions about successful leadership, particularly when it comes to the international campus population in times of crisis. Supported by Grounded Theory, this comparative case study illuminates how university presidents from five different countries are informed in their perceptions of the international students on their campuses during the COVID-19 crisis. The results of the study will produce policy implications informing how higher education leaders can navigate global crises while simultaneously best serving their international student populations.