University Leaders Research Articles

Leadership Development Programs in Saudi Universities: A Management Perspective

This study examines the design, implementation, and effectiveness of leadership development programs within Saudi universities from a management perspective. Using a mixed-methods approach, data were collected through surveys and semi-structured interviews involving university administrators, program coordinators, and academic staff across selected public and private institutions. The quantitative component involved surveying a diverse sample of 150 academic and administrative staff to assess their experiences, attitudes, and perceived outcomes related to Leadership Development Programs (LDPs). The qualitative aspect consisted of in-depth interviews with 50 stakeholders, including program participants, coordinators, and university leaders, to capture nuanced insights into program design, implementation challenges, and areas for improvement. The research identifies common best practices and challenges in fostering leadership skills, including curricular integration, mentorship, and resource allocation. Findings reveal that while leadership development is increasingly prioritized in line with the Kingdom’s Vision 2030 objectives, significant gaps remain in program consistency, faculty engagement, and outcome assessment. The study highlights the need for strategic alignment between leadership development initiatives and institutional goals, robust evaluation frameworks, and increased collaboration with external stakeholders. Recommendations are offered to enhance the effectiveness and sustainability of leadership development programs, aiming to better prepare graduates for leadership roles in academia and beyond.

The Mediating Role of Culture: Servant Leadership and Faculty Loyalty in Saudi Public Universities

This qualitative study explores the complex relationship between servant leadership and faculty loyalty in Saudi public universities. Drawing on semi-structured interviews with 30 faculty from 6 institutions, it examines how cultural dimensions (hierarchy, collectivism) inform attitudes toward servant leadership and subsequent loyalty. It illustrates a complicated relationship between leadership and faculty in this mostly unique higher education environment. The findings suggest the power of cultural factors to shape response to leadership style and faculty buy-in. Although societal, governance, and academic cultures in most countries align with servant leadership due to its holistic approach through civic engagement and emphasis on community and service-based cooperation, hierarchical structures and traditional university power dynamics are one of the few barriers to the study’s implementation. The study underscores the need for contextual sensitivity, but with concrete and fresh insights that could inform future bespoke leadership development strategies and processes in Saudi higher education in particular. It posits that servant leadership can enhance and develop a positive academic community, which is a contributing factor in achieving Saudi Vision 2030’s goals of human capital development.

Academic Leadership Skills and Professionalism of Senior Academic Leaders from Educators’ Viewpoints

Background: An efficient performance evaluation mechanism is essential for senior educational managers to ensure accountability and continuous improvement in educational systems. This study aimed to develop an academic leader’s evaluation instrument and evaluate senior academic leaders at Shahid Sadoughi University of Medical Sciences. Methods: The cross-sectional study was conducted in two phases in 2022-2024. In the first phase, an evaluation instrument of academic leaders was developed and validated from the viewpoint of educators. Also, content validity was assessed using quantitative content validity indices with the participation of 17 experts. The internal consistency of the instrument was assessed with the participation of 50 faculty members. In the second phase, the performance of senior academic leaders was examined from the perspective of educators. Data was analyzed using descriptive tests (Mean, SD, percentage). Results: The evaluation instrument was developed with 34 items in two categories of professionalism (12 items) and educational managerial performance (22 items). The content validity of the instrument was confirmed by Scale-Level Content Validity Index (S-CVI/Ave) =0.89. The internal consistency of the instrument was reported Cronbach's alpha = 0.82. The results showed that the performance of professional behavior (4.52 ± 0.12) and educational managerial performance (4.49 ± 0.11) of academic leaders of colleges were evaluated at the desired level. Conclusion: In the present study, the instrument may be used in the education system for measuring the performance of academic leaders in the two domains of professional behavior and educational management performance. The present results showed that the adherence of academic leaders to professional principles was reported at a desired level.

Research data management in academic libraries: institutional repositories as a reservoir for research data

PurposeThis study aims to conceptualize the application and management of research data in academic libraries through institutional repositories. The objectives of the study are to determine the role of academic libraries in managing research data, to explore the ethical issues related to research data management (RDM) services and to determine stakeholders involved in the success of RDM.Design/methodology/approachThe study employs a qualitative research design within the interpretive paradigm, using content analysis to explore RDM in academic libraries and institutional repositories. The research aims to determine the role of academic libraries in managing research data, explore ethical issues related to RDM services and identify key stakeholders. Literature was sourced from databases like Emerald Insight, Scopus and Google Scholar, focusing on publications from 2020 to 2024. Case studies from institutions such as the University of Pretoria and Stellenbosch University illustrated practical RDM implementations. Ethical considerations were strictly adhered to, ensuring proper citation and adherence to RDM guidelines.FindingsThe reviewed literature established the significance of managing research data through institutional repositories while highlighting the research data lifecycle, stakeholders involved in the success of RDM and ethical issues related to RDM services. RDM involves stakeholders such as institutional researchers, government and funding agencies, university leadership and research support units.Research limitations/implicationsThis study demonstrated the importance of effective RDM practices in enhancing transparency, reproducibility and efficiency in academic research. Institutional repositories play a crucial role in preserving and making research data accessible, thereby promoting interdisciplinary collaboration and increasing citation rates.Practical implicationsThe study provided actionable recommendations for academic libraries to support researchers in complying with RDM policies through training, clear guidelines and user-friendly repository interfaces. These strategies enhance the effectiveness of RDM practices and ensure regulatory compliance.Social implicationsThe study underscores the need for regulatory frameworks that promote open science and data sharing while ensuring ethical guidelines for data privacy and informed consent. It also highlights well-managed research data’s economic and commercial benefits, such as facilitating industry–-academia collaboration.Originality/valueThis study is significant as it contributed to the body of knowledge and theoretically motivated how institutional repositories can be of value in reserving research data by highlighting the benefits and significance of sharing research data. A proper RDM increases the opportunities for funders, institutions, publishers and libraries to redesign policies that govern research data sharing.

Bibliometric Analysis of Women's Leadership in African Universities During Disruptive Times

Purpose: The higher education landscape across Africa has experienced significant disruptions in recent years due to technological advancements, globalisation, socio-political changes, and the global pandemic. Amidst these changes, an increasing number of women have taken on leadership roles in universities, shaping the direction of these institutions. This bibliometric study aims to quantitatively analyse the research output and impact of scholarly works focusing on women leading African universities during this era of disruption. Design/Methodology/Approach: The article examines 1917 publications using rigorous bibliometric techniques to analyse relevant publications indexed in major academic databases from 2010 to 2023. Key bibliometric indicators, including publication trends, influential authors, citation patterns, and thematic clusters, were analysed to reveal this research domain's current state and evolution. Research Limitation: This review's drawback is the intrinsic characteristic of the bibliometric analysis, which emphasises quantitative metrics and may not completely encompass the profound qualitative understanding of the influence of scholarly works centred on women leading African institutions during this period of upheaval. Findings: The results indicate a growing focus on women leading African universities during disruption. They highlight key contributors, provide a comprehensive overview of central themes and collaborative patterns, and identify areas where further research is needed. Practical Implications: By shedding light on the contributions of women leaders in guiding African universities through challenging times, this study aims to inform policies and practices that promote inclusive and equitable leadership in higher education institutions. Social Implications: This research can underline the broader social and economic benefits of gender diversity in leadership. It can demonstrate how inclusive leadership practices contribute to more robust and resilient educational systems, which are essential for the socio-economic development of African countries. Originality and Value: The findings will contribute to the broader discourse on sustainable development goals, particularly quality education and gender equality.

Perceived instructional leadership, organizational climate, and commitment: influences on need-supportive teaching in higher vocational colleges

The problem and the aim of the study. This study examines the relationship between perceived instructional leadership and need-supportive teaching in higher vocational colleges in China. Additionally, it explores how teachers' perceptions of the organizational climate and their commitment to the college influence this relationship. This study aims to help improve the instructional leadership among leaders in vocational colleges and encourage teachers in these institutions to enhance their need-supportive teaching, thereby cultivating highly skilled technical professionals. Research methods. Quantitative research methodology is employed in this study. A convenience sample of 850 vocational college teachers from Shandong Province, China, was selected and surveyed. Data analysis was conducted using SPSS for correlation analysis, and AMOS was utilized to establish the structural equation model for this research. Mediation effects of the model were examined through Bootstrap analysis. The research findings contribute to explaining the influence pathway of perceived instructional leadership on teachers' need-supportive teaching. Results. Analyses conducted using the Bootstrap mediation structural equation modeling, the direct effect of perceived instructional leadership on need-supportive teaching is 0.234 (p< .01), with a 95% confidence interval (CI) of (0.098, 0.344). The effect of perceived instructional leadership on need-supportive teaching through perceived school organizational climate is 0.109 (p < .01), with a 95% CI of (0.070, 0.149). Furthermore, the effect through the teachers’ organizational commitment is 0.219 (p < .01), with a 95% CI of (0.146, 0.329). Lastly, the path effect of perceived instructional leadership on need-supportive teaching, mediated by both perceived organizational climate and organizational commitment, is 0.023 (p< .01), a 95%CI of (0.007, 0.045), excluding zero in all intervals. The study indicates that perceived organizational climate and organizational commitment play a serial mediating role in the relationship between perceived instructional leadership and the need-supportive teaching. KEYWORDS Conclusion. This study examines the factors influencing need-supportive teaching among teachers. It was found that the level of perceived instructional leadership, the perceived school organizational climate, and the teachers' own organizational commitment all positively impact need-supportive teaching. The study suggests that school leaders can enhance their instructional leadership skills, cultivate a positive school organizational climate, and thereby advance the organizational commitment of teachers, which in turn can foster the development of teachers' need-supportive teaching practices. These findings aid in the improvement of school management and promote the advancement of teaching quality.

Assessment of Expected Leadership Capacities in Higher Education Institutions: The Case of Jigdan College

The primary purpose of this research is to assess the leadership capacities of leaders at JIGDAN College and the extent to which the current governance structure of the college supports these capacities. To this end, a mixed research approach and a convergent parallel design were employed. To achieve the objectives of the study, both primary and secondary data were collected from the leaders at the college and various documents. Primary data were gathered through questionnaires, while secondary data were obtained from documentary evidence. The primary data were analyzed using various descriptive statistical tools, including percentage, mean, and standard deviation, with SPSS version 20. The results regarding leadership capacities indicated that the highest leadership skills possessed by the leaders are time management and the effective use of technology. Conversely, the capacities in which they are most deficient include establishing external networks (relationships) at both national and international levels and the ability to inspire and persuade others. The governance structure is well organized, and relevant documentation is available within the organization. The leaders at the college demonstrate a clear understanding of change and change management. The college excels in its teaching-learning and community outreach services, surpassing its performance in research, innovation, and technology transfer missions typical of higher education institutions. A significant challenge facing the college leadership is the financial capacity required to implement the planned programs. To address these leadership challenges, it is recommended that the college management provide training to raise awareness in the areas where leadership is lacking and enhance its financial capacity.

Modelo de vinculación academia-empresa para facilitar la creación y sostenibilidad de start-ups tecnológicas en Ecuador

The technological entrepreneurship ecosystem in Ecuador presents structural barriers that limit its development, particularly in the scarce articulation between universities and companies, which prevents an effective transfer of knowledge towards the creation and sustainability of start-ups. The objective of the study was to propose an academy-business linkage model that is adapted to the Ecuadorian context, based on the analysis of regional experiences. For this purpose, a qualitative bibliographic review was carried out with 1326 documents extracted from Scopus (2020-2025), complemented with sources from Google Scholar and governmental agencies. A bibliometric analysis was applied using VOSviewer to identify key thematic axes. The results reveal deficiencies in university leadership, incubation structures, cooperation policies and market application. Successful Latin American experiences based on strategic cooperation, practical training and incentive policies were identified. The discussion shows that the lack of adequate institutional and regulatory capacities in Ecuador impedes the scaling up of entrepreneurial initiatives. It is concluded that an effective model must articulate academic leadership, applied training, solid operational structures and public policies that promote investment in R&D&I, thus allowing the consolidation of a sustainable innovative ecosystem.

An Examination of Lecturers’ Perceptions of Instructional Leadership and Teacher Efficacy in Jamaican Community Colleges

It is not known if Jamaican community college leaders understand the extent of instructional leadership and its influences on teachers’ efficacy. The purpose of this quantitative descriptive correlation study is to examine lecturers’ perceptions of instructional leadership and teachers’ efficacy in Jamaican Community Colleges. 70 teachers from nine community colleges participated, responding to the Principal Instructional Management Rating Scale (PIMRS) and the Teachers’ Sense of Efficacy Scale (TSES) via online questionnaires. Descriptive and inferential analysis was used to examine lecturers’ perceptions of instructional leadership and teachers’ efficacy, the differences among instructional leadership and teachers’ efficacy based on demographic characteristics, the relationship which existed between instructional leadership and teachers’ efficacy, and the predictive relationship which may exist between instructional leadership and teachers’ efficacy. Results suggested that respondents perceived that their principals sometimes exhibit instructional leadership behaviors and that they can deal with the issues that cause difficulties in their school. Demographic analysis suggests no significant differences in perceptions based on gender, age, or qualification, but significant differences exist regarding teaching experience and position. Similarly, demographic variables like gender, age, and teaching position revealed no significant differences in teachers’ efficacy perceptions, while teaching experience and qualifications exhibited significant differences. A low positive and not statistically significant relationship existed between instructional leadership and teachers’ efficacy, and developing a positive school learning climate was the strongest predictor of teachers’ efficacy. The study contributes to the body of research on instructional leadership and teachers’ efficacy in Higher education from the Jamaican context.

Knowledge, attitudes, and beliefs about sexual violence, and the implementation of sexual violence prevention programming: Survey of faculty at seven universities in Vietnam.

College campuses are a common setting for sexual violence prevention efforts. Those efforts are often focused solely on students, though implementation theory suggests that campus faculty and leaders must be engaged for successful implementation. This is especially true in low- and middle-income countries, where resources are scarce and norms may support sexual violence. Little research has examined knowledge attitudes and beliefs around sexual violence and implementation readiness. We present findings from a faculty survey at seven Universities across Vietnam which assessed knowledge, attitudes, and beliefs, along with the acceptability and feasibility of sexual violence prevention programming. 2343 faculty (68% response rate) at seven Universities in Vietnam were surveyed preceding the implementation of the GlobalConsent intervention. Faculty reported on demographics; measures of knowledge, attitudes and beliefs (KAB) about sexual violence; and perceptions of the acceptability and feasibility for sexual violence implementation programming at their University. Analyses present descriptive data for key KAB measures, variation in KAB measures by key demographics, and regression models predicting implementation readiness. Faculty did not believe sexual violence was rare or problematic at their University, and while they tended not to endorse rape myths about victims, they tended to endorse rape myths about perpetrators, and beliefs supporting the need for sexual consent were moderate. Faculty did report positive campus climate for victims of sexual violence and believed sexual violence programming was acceptable and feasible. Female and younger faculty generally had more progressive mean scores for KAB measures. Several KAB measures related to the perceived feasibility and acceptability of sexual violence prevention programming, but the single strongest predictor of perceived feasibility and acceptability were perceptions of leader support for a positive campus climate around sexual violence. Faculty perceived sexual violence prevention programming as both feasible and acceptable, and this was strongly related to university leadership's support for a positive campus climate around sexual violence. Cultivating visible and consistent leadership support appears to be crucial to fostering faculty buy-in and enhancing prevention efforts. Interventions should address faculty KAB and actively engage institutional leaders; this is key to creating a supportive climate for victims of sexual violence.

Designing an Optimal Scheduling Framework for Balancing Lecturer Workload and Student Timetables in Large Academic Institutions: A Case Study of Ankara Medipol University, Türkiye

Academic scheduling in large universities has long suffered from inefficiencies that compromise faculty well-being, student engagement, and optimal use of institutional resources. Traditional and semi-manual scheduling systems often result in unequal teaching loads, scattered student timetables, and underutilized classrooms—issues that persist even in technologically advanced institutions. This paper addresses these challenges by proposing a Mixed Integer Programming (MIP)-based optimization framework designed specifically for large academic environments like Ankara Medipol University in Türkiye that was used as the case study of this research. The model integrates faculty availability, course enrollment, departmental room assignments, and student learning patterns to generate balanced, conflict-free timetables. Using 30 real-world scheduling instances across five faculties, the model was implemented and validated with institutional data and stakeholder feedback. Findings revealed a 58.3% improvement in workload equity, a 51% reduction in student idle time, and a 29.3% boost in classroom utilization efficiency. Beyond these metrics, the model significantly improved academic satisfaction, reduced operational workload for administrators, and provided university leadership with a data-driven tool for strategic scheduling. This research not only offers a scalable and adaptable scheduling solution but also sets a precedent for integrating mathematical modeling with institutional governance and educational equity. Universities seeking to modernize their planning systems and improve academic quality can adopt this framework as a practical, evidence-informed solution.

Beyond Borders: A Qualitative Exploration of Chinese Universities’ Internationalization Challenges and Strategies

ABSTRACT This study explores the internationalization of higher education in China, employing a qualitative methodology to examine Chinese universities’ strategies to foster global excellence and prepare graduates for success in a globally interconnected environment. The research incorporated diverse perspectives, including those of government officials, university leaders, educators, and students, through semi-structured interviews, focus groups, and document analysis. Key findings highlight the instrumental role of cultural initiatives, diversity programs, and financial aid in promoting inclusivity, global competence, and student mobility. The study further emphasizes the significance of technological advancements in bridging Chinese universities with the global academic community and the critical importance of curriculum development and faculty capacity building in preparing graduates to thrive in a diverse, interconnected world. The research provides insights into China’s unique approach to internationalizing its higher education system. It also underscores the need for China to enhance its inbound student mobility to further its internationalization efforts.

The joy of the teaching track: Learning and Teaching in Politics and International Studies

In recent years, the number of academic jobs in research-intensive universities that are described as ‘academic education route’, ‘teaching and scholarship’, or ‘teaching track’ has grown. While some of these jobs emerged out of the regularisation of formerly casual posts, we have also witnessed the creation of specialised education-focused roles and academic promotion frameworks that offer education-focused career paths. In this article, a group of education-focused academics write about our joyful experiences of taking up the opportunities created by the ‘teaching track’ and celebrate the way that education-focused jobs have opened up careers for scholars who have a passion and vocation for education and who wish to put their time and effort (in a world of limited resources) into the work of education and educational leadership. We note some downsides, but here we focus on the joys and opportunities created by working on the teaching track, including meaningful and impactful work, career progression, productive relationships, creative and scholarly research, and routes into university leadership that it produces. We also discuss how we might support each other to create worthwhile education-focused careers, make good on the opportunities offered by the teaching track, and work together to mitigate any disadvantages.

The Demise of Affirmative Action in College Admissions

Affirmative action began as a bipartisan policy to address racial inequality in the workplace and in higher education. Given its small footprint in college admissions (most colleges never practiced it), its bipartisan support in the early years, evidence documenting its positive impact, and renewed attention to racial inequality since 2020, why did it come to an end in 2023? This review traces the dominant cultural framings of affirmative action in college admissions and their changing usage in US political and legal systems over time, the relationship between framing and public support for affirmative action, and evidence for the central frames used to defend or critique the policy. I argue that understanding affirmative action's framing over time by political actors is key to understanding its demise. During the 1960s and 1970s, university leaders framed affirmative action as a mechanism to promote racial equity. From the late 1970s, advocates reframed the policy as a tool to promote the benefits of diversity. During that same period, critics advanced a reverse discrimination frame. As the reverse discrimination and diversity frames took hold in court, it became impossible for advocates to successfully excavate the earlier equity framing. As such, defenders were left with the diversity frame, a weak defense of a critical policy that eventually fell.

Role of Emotional Intelligence in Effective Curriculum Management in Colleges of Education in Ghana: The Nexus of Educational Leadership

This study explored the relationship between the emotional intelligence (EI) of leaders in Colleges of Education in Ghana and curriculum management. An explanatory sequential mixed method was used. The population of the study comprised principals and teaching staff. From this population, a sample of 350 respondents was selected through multi-stage sampling for the study. Data were collected through a questionnaire, focused group discussion, and semi-structured interviews. The partial least-squares path modelling was used to elucidate the relationships. A path coefficient of 0.156 highlights that higher EI in leaders enhances the effectiveness of both curriculum implementation and management practices. The study concluded that educational leaders with high levels of EI can successfully manage the curriculum within Ghana's colleges of education. The study recommends the incorporation of mentorship and reflective practices of EI in leadership training programs for educational leaders.

A typology of the engaged university: an empirical investigation into how universities in Europe engage

ABSTRACT The growing recognition of universities’ potential to positively impact their environments has led to increased discussions about their external engagement with stakeholders within the quadruple helix of universities, government, business and society. This research aims to identify the factors that define universities in terms of their external engagement activities and provide a unique exploratory typology of university engagement, including both traditional and emerging forms of engagement. This unique quantitative analysis of international data gathers data from 4,612 academics across 68 universities in Europe and takes into account not only research engagement with industry but also engagement activities in education, management, and regional development with public and social organizations. Drawing from the growing base of literature around the engaged, entrepreneurial, civic university and research-intensive university, this paper identifies four typologies of external university engagement. The study also shows that institutional characteristics (e.g. size, age, type) and those of the external environment (e.g. population size and density, patent applications, R&D investment) are related to universities’ engagement profiles. Implications of these results for policy makers and university leaders include important insights for developing appropriate strategies for university engagement and the necessity of tailored approaches in stimulating external engagement.

School Effectiveness in Ghanaian Teacher Education Colleges: The Role of Internal Stakeholder Collaboration

Collaboration in educational institutions has become a competent vehicle for accomplishing set objectives. Collaborations are therefore the styles educators use when they work with other people to achieve shared goals. Against this background, this study sought to explore internal stakeholders’ collaborations in the school effectiveness of two teacher education colleges in the Upper East Region of Ghana. The study employed the convergent parallel mixed-method design otherwise called concurrent mixed-method design. The population for the study comprised second and third-year students, tutors, and leadership of the colleges. A sample size of three hundred and eight (308) was used in this study. The simple random sampling technique was used to draw both second-year students and tutors, the cluster sampling technique was also used to cluster the population of the third-year students, and the simple random sampling technique was then subsequently used to draw students who were out in the field for their teaching practice. The intensity case sampling technique was also used in sampling the school leadership. The breakdown is two hundred and fifty-seven (257) students in all, forty-one (41) tutors, and ten (10) leaders of the colleges. Two instruments namely an in-depth interview guide and a questionnaire were used to elicit responses to address the two research questions that guided the study. The interview guide gathered responses from college leadership and the questionnaire was administered to both students and tutors. The study revealed that various types of collaborations exist among the internal publics in the colleges in the promotion of school effectiveness. Regardless, the colleges also face some challenges such as inadequate infrastructure and funding, inadequate relevant curricular materials as well as poor internet connectivity among others. The study thus recommends among others that college authorities should continue to engage students and staff in the governance and management of their respective colleges and also expand the frontiers of the existing collaborations among internal publics of the colleges to include that of their external stakeholders. Secondly, college authorities, lobby for funding from the government through the Ghana Education Trust Fund and some development partners to ease the financial burden of the colleges and to help them build more infrastructures for academic and residential purposes. Furthermore, the college management should liaise with the education ministry and the traditional public universities that these colleges are affiliated with for assistance regarding relevant textbooks and academic journals in the various disciplines. Again, authorities should engage with the telecommunication companies in the country through some memoranda of understanding for assistance to boost internet connectivity in the colleges.

Strategic ambiguities: exploring the role of digitalisation strategies in university teachers’ engagement with educational technology

ABSTRACT Is a digitalisation strategy a necessary first step towards implementing digital teaching or just another document that remains unread? Analysing the experiences of 30 university staff members of three research universities in Germany, Estonia, and the United Kingdom, we explore how digitalisation strategies impact their engagement with educational technology (EdTech). Using the theoretical concepts sensemaking and sensegiving, we identify how digitalisation strategies can both build and undermine a collective understanding of EdTech among staff members. We observe how mixed messages about the value of digital teaching from university leadership can lead to a deprioritisation of EdTech and make staff members take on roles as sensegivers when central sensegiving fails. On the other hand, a digitalisation strategy can augment already present acceptance of technology and become another sensemaking device to successfully encourage staff to embrace EdTech in the classroom. Lastly, the role of the digitalisation strategy can shift over time and a balance between sensegiving and sensemaking can be disrupted. This study adds to our understanding of the nuanced role that digitalisation strategies play within educational institutions and highlights how internal and external dynamics contribute to how staff members perceive and experience digital change.

Challenges and solutions to implementing the idea of teacher leadership in teaching and learning in a northern district college in Bangladesh

This study tries to find out the existing scenery of the implementation of teacher leadership in a northern district government college in Bangladesh. Furthermore, the nature of student teacher relationships and the challenges and solutions for implementing the idea of teacher leadership at the undergraduate level is eyed by the researcher. A qualitative approach has been applied in the research where both teachers and students participated in semi structured interviews and focus group discussion. Significantly, Semi-structured interview was taken with five teachers from three faculties namely science, arts and social science, and business studies. Simultaneously, thirty students (15 male and 15 female) from the undergraduate level participated in the focus group discussion separately. A purposive sampling method was used to select participants. Data was analysed after collecting from both teachers and students. Lack of teacher leadership exercise, limited teachers, lack of pedagogical training, excessive pressure of official work, and lack of mental satisfaction in the job are the barriers to implementing the teacher leadership idea. Creation of sound learning atmosphere, use of internal funds, arrangement of training & and seminars, special care for weak students, achieving credibility and trust, professional learning community, teaching award action research activity and mentoring the activities, the idea of teacher leadership can be established at the undergraduate level in the researched college.

The Impact of School Leadership Style on Lecturers' Performance at Public Universities in Vietnam

This study assesses the impact of shared leadership behaviors of university leaders on faculty performance, particularly in the context of growing interest in collaborative leadership models to improve organizational outcomes in higher education institutions. Using a quantitative research method, the study used a cross-sectional survey to collect data on leadership behaviors and lecturer performance. The research sample included 800 lecturers from four public universities in Vietnam: National Economics University, Academy of Finance, Banking University of Ho Chi Minh City, and Ho Chi Minh City University of Education. Participants were selected through a convenience sampling method. The author used a scale for shared leadership and lecturer performance , with Cronbach's Alpha reliability coefficients of 0.81 and 0.83, respectively, ensuring internal consistency. Pilot tests confirmed the validity and reliability of the measurement instrument. This study contributes to the literature on shared leadership by providing empirical evidence of its impact on faculty performance in higher education. At the same time, the study also provides practical policy implications for university administrators in applying collaborative leadership techniques to improve organizational effectiveness and faculty productivity.