Scholarlink

<p>In the contemporary wave of digitalization sweeping across higher education, this research article explores the critical role of academic leadership in steering and navigating this transformative tide to form a digital university. These institutions are identified by their comprehensive integration of digital technologies in educational and administrative frameworks. Moving beyond a traditional literature review, the study is grounded in qualitative findings from semi-structured interviews with middle-level leaders in universities. Nineteen interviews were conducted with professors specializing in the fields of Education and Management sciences, chosen from state universities in Iran. Applying grounded theory, as outlined by Strauss and Corbin (<CitationRef CitationID="CR96">1998</CitationRef>), the research constructs an order that captures the causal, contextual, and intervening conditions, alongside the strategies and consequences critical for fostering leadership in digital universities. These qualitative insights help in understanding how academic leaders can effectively direct the wave of digital transformation within a higher education landscape. The study provides in-depth insights into the essential attributes and competencies that academic leaders need to develop to guide their institutions effectively during the surging wave of digitalization. It offers a theoretical framework that serves as a guide for educational strategists to develop effective leadership suited for the digital era. Additionally, the framework contributes to the broader discourse on achieving integration, synergy, and efficiency in the digital transformation of higher education. The methodological credibility of this research is reinforced by validity and reliability measures, including the Content Validity Ratio, Content Validity Index, and Cohen's Kappa index. While the conclusions are contextually grounded and informed by expert opinions, they lay out a foundational framework for future research into the dynamic and complicated role of leadership in the middle of the ongoing wave of digitalization in higher education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Directing the wave of digitalization by leadership development for digital universities: a grounded theory study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月15日

查看全文
  • Zohreh Khajoueinejad,
  • Shelleyann Scott

摘要

In the contemporary wave of digitalization sweeping across higher education, this research article explores the critical role of academic leadership in steering and navigating this transformative tide to form a digital university. These institutions are identified by their comprehensive integration of digital technologies in educational and administrative frameworks. Moving beyond a traditional literature review, the study is grounded in qualitative findings from semi-structured interviews with middle-level leaders in universities. Nineteen interviews were conducted with professors specializing in the fields of Education and Management sciences, chosen from state universities in Iran. Applying grounded theory, as outlined by Strauss and Corbin (1998), the research constructs an order that captures the causal, contextual, and intervening conditions, alongside the strategies and consequences critical for fostering leadership in digital universities. These qualitative insights help in understanding how academic leaders can effectively direct the wave of digital transformation within a higher education landscape. The study provides in-depth insights into the essential attributes and competencies that academic leaders need to develop to guide their institutions effectively during the surging wave of digitalization. It offers a theoretical framework that serves as a guide for educational strategists to develop effective leadership suited for the digital era. Additionally, the framework contributes to the broader discourse on achieving integration, synergy, and efficiency in the digital transformation of higher education. The methodological credibility of this research is reinforced by validity and reliability measures, including the Content Validity Ratio, Content Validity Index, and Cohen's Kappa index. While the conclusions are contextually grounded and informed by expert opinions, they lay out a foundational framework for future research into the dynamic and complicated role of leadership in the middle of the ongoing wave of digitalization in higher education.