Leaders Of Higher Education Institutions Research Articles

The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education

Globally, people have a rising desire to obtain certificates, degrees, and diplomas in higher institutions, described as “diploma disease”. Additionally, the need for sustainable education becomes imperative as globalization increases. To meet these demands, there is a need for Higher Education Institutions (HEIs) to have adequate support for both students and academics. However, these HEIs are faced with the challenge of meeting set goals and values. For leaders in HEIs, inclusion is a critical challenge. This paper investigates perceived institutional support’s (PIS) role in mediating the co-relationship between academic loyalty and inclusive leadership within HEIs. The study presents a literature review to give some background. This paper’s conceptual framework is built on PIS from social exchange theories. Based on the design, a quantitative survey was adopted for the study. A random sample of 402 academics in HEIs was deployed for the study. A questionnaire instrument was designed to elicit information from the respondents. A structural equation model (SEM) was then adopted for the data analysis. The SEM approach was utilized to investigate the connection between academic loyalty and inclusive leadership at HEIs, with the mediating factor of PIS. The findings reveal a positive relationship exists between academic loyalty and inclusive leadership. While PIS positively connects both, there is also an inference that institutional support exists. This study provides insights that could assist stakeholders in formulating policies on employee needs and what could be done to improve and attain sustainable education in HEIs. It highlights applicable impacts towards increased productivity in HEIs, reflecting achieved targets regarding key performance indicators (KPI) and improved institutional performance.

Institutional Support for Academic Engagement in Online and Blended Learning Environments

In light of the disruptions caused by the COVID-19 pandemic, leaders of higher education institutions around the world have been contemplating ways to help their universities engage in a digital transformation that must have student engagement and learning as the foremost considerations. This study reports on the work conducted at a university in Colombia that created an evaluation instrument based on the Academic Communities of Engagement (ACE) framework (Borup et al., 2020) to examine how well the institution was supporting the affective, behavioral, and cognitive (ABC) dimensions of engagement in its online and blended learning course offerings. This survey, the ACE in Higher Education (ACE-HE), measures indicators of the ABC engagement dimensions as well as indicators of institutional support for those elements. The survey was completed by 1,295 university students representing a broad demographic profile. Structural equation modeling found good fit for both the model of ABC engagement dimensions and the model of institutional support for ABC engagement dimensions. Institutional support for affective engagement showed strong relationships to affective, behavioral, and cognitive indicators of engagement, while institutional support for behavioral and cognitive engagement did not have the same outcome. This research provides access to both English and Spanish versions of the ACE-HE instrument. It also highlights ideas for institutions that want to improve their support for student ABC engagement dimensions in online and blended environments. Finally, several implications for making updates to the ACE framework are shared.

Kepemimpinan dalam Lembaga Pendidikan Tinggi di Program Studi PAI Universitas Al-Washliyah Labuhan Batu Sumatera Utara

The success of an organization or institution is inseperable from the role of a leader. Especially higher education institutions as the last station before someone plunges into the world of work. To produce a superior generation, have competitiveness and be able to create jobs, it takes a higher education leader who can realize this vision. The leadership of a high the desired changes in the future. Leaders in the world of education, especially in tertiary institutions who are called rectors, have an important role because they are able to influence, coordinate, guide and direct and supervise all personnel in matters related to the activities carried out so that the goals of education in tertiary institutions can be achieved effectively and efficiently. As a leader, the chancellor must be able to ancourage the enthusiasm and confidence of lectures, staff and student in carrying out their respective tasks so that the goals set have been achieved. Higher education, especially for undergraduate programs, is the last educational institution that delivers students to their future. For this reason it is hoped that the leadership of higher education institutions will be able to produce generations in accordance with national education goals. Research conducted with descriptive method. Date collection technique were carried out by interviews, observation and document review. The results of the study show that leadership in the higher education institution Alwasliyah Labuhanbatu Sumatera Utara. Leadership in the higher education institution of the PAI study program at Alwasliyah Labuhanbatu University has good managerial skills and intelegence as well as a democratic leadership style that guarantees the implementation of the Tri Darma of Education so that higher education goals that are aligned with national goals can be implemented properly.

Formación de líderes académicos en la educación superior. La importancia del contexto para el desarrollo eficaz del liderazgo

Amidst the changing nature of higher education, one may wonder how leaders of higher education institutions [HEIs] can succeed and thrive in today’s highly uncertain environments. This qualitative case study examined the factors, practices, and competencies that contributed to effective leadership development of academic leaders at one Canadian university. Through the document analysis and qualitative interviews with academic leaders, it explored the organizational context and individual strategies and competencies that supported leaders in their roles in higher education [HE]. The analysis showed the significance of context as a crucial factor in the effectiveness of leadership development. The findings support further work on developing a different approach to leadership development for academia; one that is founded on an understanding of what academic leaders and their institutions require to succeed and flourish during this time of unprecedented change.

Urgency of Managing Digitalization in Higher Education

The digital transformation of higher education institutions has become one of the most significant trends in recent years. Unfortunately, this change is facing many challenges and pitfalls. Therefore, understanding how to manage digitalization amid continuous change should be a top priority for leaders of higher education institutions. This article reviews previous research focused on digitalization in higher education. Using non-systematic literature methods, it starts by summarizing the main driving forces, barriers, and pitfalls of digitalization in higher education. The selected papers were chosen based on their relevance to the article's purpose. The findings discuss the four main elements of managing digitalization in higher education. These four elements should be a priority in universities' strategy. Finally, the proposed framework in this article is expected to contribute to developing theory and practice in managing digitalization in higher education.

Conflicts Management through On-line Education among China’s Universities During the COVID 2019

Conflicts are ubiquitous in many fields, including higher education. This present study is focused on a higher education institution with Chinese characteristics involved in the occurrence of conflicts every now and then. During the pandemic of COVID 2019, university authorities have taken strict countermeasure to prevent the epidemic from affecting campus life, but conflicts have occurred between the authorities and teachers, authorities and students, and students and teachers, to name a few. Referring to Thomas- Kilmann conflict model, this paper puts forward strategies for conflict management to members and leaders in higher education institutions in order to solve possible unexpected conflicts.

Amplifying Student and Administrator Perspectives on Equity and Bias in Learning Analytics

When higher education institutions (HEIs) have the potential to collect large amounts of learner data, it is important to consider the spectrum of stakeholders involved with and impacted by the use of learning analytics. This qualitative research study aims to understand the degree of concern with issues of bias and equity in the uses of learner data as perceived by students, diversity and inclusion leaders, and senior administrative leaders in HEIs. An interview study was designed to investigate stakeholder voices that generate, collect, and utilize learning analytics from eight HEIs in the United States. A phased inductive coding analysis revealed similarities and differences in the three stakeholder groups regarding concerns about bias and equity in the uses of learner data. The study findings suggest that stakeholders have varying degrees of data literacy, thus creating conditions of inequality and bias in learning data. By centring the values of these critical stakeholder groups and acknowledging that intersections and hierarchies of power are critical to authentic inclusion, this study provides additional insight into proactive measures that institutions could take to improve equity, transparency, and accountability in their responsible learning analytics efforts.

Organizational Creativity Among Academic Leaders In Higher Education Institutions Based On Smart Leadership Standards

This study examines the interaction between Kuwaiti higher education institutions based on smart leadership standards Authoritarian leadership and their citizenship behavior, which is based on two perspectives: Kuwaiti higher education institutions based on smart leadership standards risk aversion and authority. This paper discusses the mechanism of Kuwaiti higher education institutions based on smart leadership standards authoritarian leadership and compulsory citizenship behavior (CCB) from the two paths of psychological safety and Group stress of employees in the organization. The results of 270 longitudinal paired samples showed that: (1) authoritarian leadership was positively related to CCB; (2) authoritarian leadership in the organization could reduce employees’ psychological safety and increase employees’ group stress; (3) psychological safety and group stress respectively play a role of complete mediation and partial mediation between authoritarian leadership and CCB. The research results have certain reference value to human resource management practices of enterprise managers.

Stressors, Affectivity, and Self-efficacy as Predictors of Librarians’ Thriving at Work

Academic librarians are important drivers of academic achievement, research advancement, and community success. This study investigated the effect of librarians’ stressors, affectivity, and self-efficacy on thriving at work. The study utilized a descriptive-correlational research design. The respondents were the one hundred ten (110) academic librarians in the higher education institutions of Caraga Region and Northern Mindanao who were chosen using a clustered sampling technique. Five modified questionnaires were utilized for data gathering. Findings discovered that there was a collective significant effect of the stressors, affectivity, and self-efficacy on the librarians’ thriving at work in both vitality and learning dimensions. The study recommends that the leadership in higher education institutions must show their support to the academic librarians and expose them to training that is geared towards improving their affectivity and self-efficacy to motivate them to perform better at work. When librarians positively view work-related stressors, learn how to manage and control their emotions, and believe in their ability to solve work-related problems, they can thrive in the workplace and thus function more effectively and efficiently. One of the study’s limitations is its failure to consider the effect of stressors, affectivity, and self-efficacy to work productivity and professional development. These factors may be explored in future studies. Qualitative studies about thriving at work and the various variables that can predict this significant condition may be explored to understand deeply its existence and relevance in the workplace. Keywords: Thriving at Work, Work Stressors, Self-Efficacy, Affectivity, Librarianship

Knowledge Management Tools and Practices for Successful Implementation in Higher Education Institutions in Nigeria

Knowledge Management (KM) practices have existed for long in Higher Education Institutions (HEIs); although little attention has been given to successful implementation of KM practices as a means of gaining competitive edge and sustainable development. In view of this, this paper discusses knowledge management tools and practices for successful implementation in HEIs in Nigeria. The methodology adopted for this study was a literature search spanning across several studies on KM and their extent of application in HEIs. This paper further discusses elements of KM as applicable to HEIs, KM tools that are required for successful implementation of KM; and the challenges faced by HEIs in applying and sustaining KM principles in their day to day operations and work processes. Policy recommendations were equally made to improving the implementation of KM in HEIs. It was concluded that leadership of HEIs along with Government should show more commitment in the area of funding, procurement of infrastructures and organizing sensitization programmes that would entrench KM culture and sustain its practices.

An exploratory study on barriers and enablers for women leaders in higher education institutions in Mexico

Mexico, the second-largest economy in Latin America after Brazil, has a gender gap index score of 76.4% in 2022 compared to 75.7% in 2021 and is ranked 31 out of 146 countries for 2022. Mexico has become one of the world's leaders in gender-political equality, which shows that the gender ceiling is cracking, and it is yet to see if gender parity is achieved in other sectors as well. The women's leadership topic has been widely researched in many countries, but with this changing dimension in the political sector, it is important to know if any changes are happening in the education sector as well. This exploratory research aims to identify what motivates women to take up leadership roles and whether they still experience barriers in higher education institutions (HEIs). This study was conducted with 22 women participants from Mexico's HEIs. The study used a qualitative narrative research design to understand what enablers and barriers are experienced by Mexican female academics. The study identified four key barriers and four enablers that affected women's career and leadership development. Gaining a deeper understanding of the barriers and enablers that affect women's career and leadership development can be used to investigate how culturally appropriate developmental relationships can create ways to overcome the barriers they experience. Further, the study's implications can support human resource development initiatives.

A Review on Developing Digital Leadership: Assessing Strategies and Implications to Generate Links for Promoting Digital Leadership in Higher Education Institutions

This review explores the transformative impact of digital technologies in academia and the essential role of educational leadership in fostering innovation and digital transformation. Investigating strategies used by educational leaders, the study examines their effects on university culture, instructional quality, and the overall educational environment in traditional and digital practice. Digital leadership, encompassing mindset, behavior, and skills for technology-driven transformation, emerges as crucial for navigating the challenges of the 21st-century educational landscape. The synthesis of diverse studies focuses the multifaceted nature of digital leadership, advocating for adaptable, visionary leadership approaches to address digital era challenges. Furthermore, the paper emphasizes the need for a structured framework, skill development initiatives, and policy changes to align leadership styles with the demands of the evolving digital environment in higher education.

Leader skills interpreted in the lens of education 4.0

The main objective of the present study is to raise and highlight the skills of the leaders of Higher Education Institutions (HEIs) interpreted in the lens of Education 4.0 through published and systematized studies. The study follows a systematic literature review process. The findings indicated that the most outstanding skills for HEI leaders in the context of Education 4.0 are: adaptation, strategic planning, learning, digital-analytical, social responsibility, problem solving, vision and emotional intelligence, stakeholder management, institutional-legal, process management, and finally, systemic knowledge management. This article sheds light on an important aspect of the emerging educational revolution, leadership competencies/skills. It is an interdisciplinary study that seeks to bring together a modern educational term and a social approach. This work makes the following significant contributions: a) it provides an overview of this topic in recent years; and b) presents propositions of six gaps in the literature to direct future investigations on competences/abilities in the field of education 4.0.

The relation between leadership styles in higher education institutions and academic staff's job satisfaction: A meta-analysis study.

In this study, it is aimed to examine the relationship between leadership in higher education institutions [HEIs] and academic staff's job satisfaction, which is formed by combining different leadership styles in higher education institutions, using the meta-analysis method based on correlational research. For this purpose, it was investigated whether there was a significant difference between the effect sizes of the studies investigating the relationship between leadership in HEIs and academic staff's job satisfaction between the years 2010-2022, according to the moderator variables (leadership styles, continent, culture, and Human Development Index [HDI]). A total of 57 research data, including sample size and Pearson correlation coefficient data, were evaluated within the scope of the research. Correlational studies were calculated according to the random effect model in terms of effect direction and overall effect size; The estimated effect size value was found to be 0.374. This value shows that the overall effect size of the relationship between leadership in HEIs and academic staff's job satisfaction is positive and moderate. However, there is no significant difference between the effect sizes of the research examining the relationship between leadership styles in HEIs and academic staff's job satisfaction, according to continent, culture and HDI moderator variables.

Testing a model of resilience for women leaders: a strengths based approach

ABSTRACT Objective The aim of this study was to investigate the indirect processes through which cognitive, emotional and behavioural assets function to explain resilience amongst women leaders in higher education institutions. Method A quantitative cross-sectional survey design with a sample of N = 255 women leaders from higher education institutions was employed. Results All the proposed indirect pathways were found to be statistically significant and explained a fair proportion of the variance in the resilience scores of women leaders. Results revealed that cognitive assets (self-efficacy and mindfulness) were associated with resilience through association with emotional assets (positive affect and self-regulation) and behavioural assets (problem-solving skills and authentic functioning), both individually and in serial. Conclusions This study offers support for the direct and indirect relationships between mindfulness, self-efficacy, self-regulation, positive affect, authentic functioning, problem solving skills and resilience. It further generates new insights into the indirect processes through which cognitive, emotional and behavioural domains of influence may explain resilience amongst women leaders. KEY POINTS What is already known about this topic: Women leaders remain underrepresented in higher education institutions when compared to their male counterparts. Women leaders who possess higher levels of resilience are more likely to overcome the numerous barriers women face in higher education institutions when compared women leaders with lower levels of resilience. There is an established direct relationship between personal strengths such as self-efficacy, self-regulation and problem-solving ability and resilience. What this topic adds: By investigating the proposed indirect pathways and the interaction between cognitive, emotional and behavioural assets, this study offers a more nuanced approach to understanding the processes that lead to resilience. Using the cognitive-behavioural perspective of psychology as the theoretical framework to support the hypotheses proposed, this study expands the application of the cognitive behavioural model to explain resilience in the work context. This study offers support for a newly proposed model of cognitive, emotional and behavioural domains of influence on resilience.

A Conceptual Model of Decision-Making Skills Towards Leadership Effectiveness in Higher Education Institutions in China

A decision is a course of action purposefully chosen among available alternatives in order to achieve a desired objective. It is the result of the judge's decision and symbolizes a decision and commitment to the same. It is the final resolution of a conflict between needs, means, or objectives that is reached in the face of uncertainty, complexity, and multiplicity. A choice is a conclusion made after deliberation; it occurs when one alternative is chosen to the exclusion of all others it is the exercise of judgement. In the business sector, having strong leaders and managers is really necessary. Ineffective leaders, on the other hand, usually cause harm to the organizations they serve, despite the fact that effective leaders can bestow several advantages upon their organizations. This research examines leadership and decision-making across a number of system types and degrees of complexity. Before discussing the concept of leadership decision making and some of its key components, the article gives background information on leadership and decision making. The paper then studies complex systems and provides examples to differentiate them from other system kinds. In conclusion, these threads are brought together through a discussion of leadership decision making in complex systems and the presentation of a framework to assist managers with decision making in complexity based on survey results. The objective and contribution of this research is to improve the outcomes of leadership decision making within complex systems by generating a decision support model based on the existing literature. Consequently, the purpose of this article is to aid real-world individuals and organizational leaders in strengthening their decision-making effectiveness in an ever-expanding spectrum of progressively complex situations. Clearly, the researcher desires to comprehend the notion of decision-making skills in order to add to the improvement of knowledge by employing Process Leadership Theory and the overarching theoretical framework for this study. This study indirectly enhances the leadership qualities of Chinese leaders of higher education institutions (HEIs).

Leadership Effectiveness in Chinese Universities: The Significance of Organizational Culture

In the modern world, or the era of globalization, a successful manager must be sensitive enough to arrange any strategic opportunities, be the architect of the organization, and motivate staff members toward this new change by applying and practicing not only intelligence quotient but also emotional and spiritual quotients. Managers with good personal traits could be defined as leaders or managers who are aware of social responsibility and emphasize it in their processing activities. Even though the leaders having the capabilities, it would not be effective if it’s not associated with organizational culture. There are a number of reasons why the idea of organizational culture has gained popularity and momentum in the recent years. This study's goal is to investigate the high relation between organizational culture (Clan Cultures, Adhocracy Cultures, Hierarchical Cultures, and Market Cultures) and leadership effectiveness among leaders in higher education institutions in China. For a better understanding of the study, which strives to explain the concept of leadership and its behavior in order to achieve effectiveness in the education industry, the following objectives are outlined. Clearly, the researcher intends to comprehend the notion of organizational culture in order to contribute to the growth of knowledge using Process Leadership Theory and the integrative conceptual framework for this study. This study's discussion indirectly will be able to improves the leadership capabilities and effectiveness of Chinese managers at HEIs. The authorities of the education system and administration will benefit from this study by getting a knowledge of the leadership competency of each university's administrators and being able to incorporate this data into training and competency modules.

The Organizational Performance of Higher Educational Institutions in China: The Role of Leadership Style

The landscape of higher education institutions (HEIs) has changed and become increasingly complex, making it crucial for colleges and universities to cultivate and hire savvy individuals who can effectively implement change initiatives and lead faculty, staff, and students. Higher education institutions (HEI) have unquestionably experienced a successful period of transition and transformation over the past decade. This achievement can be ascribed to the pressures they faced in securing, maintaining, and retaining their position in the university rankings. In light of all these shifts, it's clear that the head of an educational institution faces significant difficulties in adjusting to the new circumstances. Much literature suggests that leaders can boost important metrics like employee job satisfaction and commitment by tuning in to and responding to the needs of their followers. Contingency or situational theory has been proposed to support the whole body of study. This study was developed to assess these two specific areas. The first was a comprehensive review of leadership style preferences among leaders in HEIs as a collective group. The second was to determine whether leadership style was significantly able to measure organizational performance. The suggested conceptual framework was able to discover a significant preference differential between transactional leadership and transformational leadership, with academics expressing a greater preference than staff as well. Overall, the proposed framework can be adapted to any scenario variable or future research field. It will effectively contribute to the advancement of China's education system.

Servant leadership behaviors and the level of readiness to covid-19 pandemic: evidence from USA higher education institutions

ABSTRACT At the start of 2020, no one had predicted the challenging effects that the COVID-19 pandemic was going to have on higher education institutions. Research indicates that leaders in higher education institutions were ill-prepared to lead during the pandemic. This study explored U.S. higher education institutions officials’ servant leadership behavior and the level of readiness for the COVID-19 pandemic. This study employed a cross-sectional study design with a quantitative approach. The results show that all institution officials lacked in the ‘Leading the Way’ measure of Crisis Leadership, and the overall measure of crisis leadership did not show a significant difference between institutions. Furthermore, all servant leadership behaviors (altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship) significantly predict the officials’ level of readiness to the pandemic. This line of inquiry informs a new direction in the theory related to servant leadership and crisis leadership readiness.

IMPLEMENTATION OF TOTAL QUALITY MANAGEMENT IN HIGHER EDUCATION INSTITUTIONS: A LITERATURE REVIEW

Excellent universities are universities that prioritize quality in governance. Good quality shows that universities always make improvements that make the expectations of service users fulfilled. This research uses the literature study method, which contains a description of the theory and findings from various previous studies. In implementing Total Quality Management (TQM), higher education institutions need strategic plans and operational plans as well as quality management. The commitment of all leaders of higher education institutions as top management determines the implementation of TQM which is also supported by the commitment of employees who will become the competitive advantage of the institution. In its implementation, it is necessary to pay attention to the dimensions of service quality that are expected by the implementation of TQM in higher education institutions to meet customer needs and expectations.Keywords: Total Quality Management, Higher Education