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Education Sciences
Special Issues
Higher Education Governance and Leadership in the Digital Era
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Higher Education Governance and Leadership in the Digital Era

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 April 2025) | Viewed by 3876

Special Issue Editors

Prof. Dr. Chang Zhu

E-Mail Website
Guest Editor
Department of Educational Sciences, Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium
Interests: innovations in higher education; higher education governance and academic leadership; digital academic leadership; educational leadership; online and blended learning; online collaborative learning; online learning communities; e-learning and constructivist learning environment; micro-learning and mobile learning; educational innovations and MOOCs; teacher competencies in innovative teaching and learning; teacher roles and adoption of educational technologies; feedback strategies and formative assessment in blended and online learning environments; digital media literacy education; cross-cultural study of student learning; organizational culture and educational innovations
Dr. Zhao Cheng

E-Mail Website
Guest Editor
Department of Educational Sciences, Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium
Interests: educational leadership; digital academic leadership; leadership styles; leadership training; educational innovation and MOOCs; L2 Chinese learning; learning strategies; learning motivation

Special Issue Information

Dear Colleagues, 

Higher education (HE) governance and leadership have always been pivotal in the development of higher education. With the continuous development of information and communication technology (ICT) and artificial intelligence (AI) in the digital era, higher education faces numerous challenges in governance and leadership on a global scale, requiring governance structures to be improved and university leaders and academic members to be equipped with sufficient knowledge, skills, and competencies. Furthermore, the ongoing digitalization of education has become a critical aspect of contemporary higher education. New educational mechanisms are emerging, underscoring the increasing significance of effective governance and leadership in the higher education sector. 

Therefore, this Special Issue on higher education governance and leadership in the digital era aims to accomplish the following:

  • Critically review the current issues in higher education governance and leadership in the digital era;
  • Examine how digital technologies reshape HE governance structures, including strategic planning, decision making, policy implementation, administrative efficiency, student performance monitoring, and resource allocation;
  • Investigate the skills, knowledge, and competencies required by university leaders and academic members to navigate digital transformation, including leadership development and digital literacy training;
  • Provide insights into the current strategies and practices of digital leadership and management, including fostering innovation and adapting to rapid digital changes;
  • Explore new governance models emerging in response to digitalization in HE, featuring case studies of successful frameworks and their role in enhancing institutional effectiveness and accountability;
  • Address ethical considerations and challenges of adopting digital technologies, including data privacy, cybersecurity, ethical AI use, infrastructure issues, resistance to change, and the digital divide, while highlighting opportunities for improving governance leadership;
  • Forecast and analyze future trends in HE governance and leadership amid ongoing and emerging digital advancements, focusing on their implications for strategies. 

Suggested themes:

  • Digital Transformation in Higher Education Governance;
  • Leadership Strategies for Digital Innovation in Universities;
  • Data-Driven Decision Making in Higher Education;
  • Online and Remote Learning: Governance Challenges and Opportunities;
  • Cybersecurity and Privacy in Higher Education Governance;
  • Inclusivity and Accessibility in Digital Higher Education Leadership;
  • AI and Machine Learning in Higher Education Governance;
  • Digital Competence and Professional Development for Higher Education Leaders;
  • Academics and Student Engagement and Digital Governance in Higher Education;
  • Case Studies on Successful Academics and Student Governance Initiatives in the Digital Age;
  • Global Perspectives on Digital Governance in Higher Education.

The minimum recommended word count is 4000 words; there is no upper limit, but preferably submissions should not be more than 15000 words.

A short abstract of (about) 100 words, including your tentative title and author name(s), should be sent to the Editorial Office (alex.zheng@mdpi.com) and the Guest Editors (zhao.cheng@vub.be & chang.zhu@vub.be) by 15 October 2024. Full papers may be submitted from now until 15 March 2025, as papers will be published on an ongoing basis if accepted for publication following peer review. Submitted papers should not be under consideration for publication elsewhere.

Prof. Dr. Chang Zhu
Dr. Zhao Cheng
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • innovation
  • higher education governance
  • leadership
  • digital transformation
  • educational leadership
  • digital academic leadership

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

13 pages, 207 KiB  
Article
Competences of the Future—How to Educate the iGen Generation
by Anna Waligóra and Marcin Górski
Educ. Sci. 2025, 15(5), 621; https://doi.org/10.3390/educsci15050621 - 19 May 2025
Viewed by 76
Abstract
This article presents the results of a study conducted in the area of qualitative social research in relation to the interpretative paradigm, as well as a review of research concerning the specificity and characteristics of the functioning of representatives of Generation Z (Zoomers, [...] Read more.
This article presents the results of a study conducted in the area of qualitative social research in relation to the interpretative paradigm, as well as a review of research concerning the specificity and characteristics of the functioning of representatives of Generation Z (Zoomers, GenZ) and Generation Alpha. The aim of the present research was to assess the opinions of university teachers regarding the functioning of the iGen generation and the challenges of educating students representing Generation Z. In this research, a focus interview method was used. Interviews were conducted over a period of 6 months, with a total research sample [N = 150] of university teachers. Sociological, pedagogical and psychological analyses indicate different functioning of the young iGen generation in the context of social relations, learning and communication processes in relation to previous generations. These differences affect the educational process—the transmission of knowledge and the relationship of teachers with students. An analysis of the research results allowed for the proposal of exemplary educational solutions such as the competence-based education (CBE) model, as well as problem- and project-oriented learning (PBL) methods. The conclusions led to the design of practical guidelines that could be implemented in the process of educating students and, at the same time, preparing young people for the changing needs of the labour market. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
27 pages, 862 KiB  
Article
Higher Education Digital Academic Leadership: Perceptions and Practices from Chinese University Leaders
by Meiying Jing, Zhen Guo, Xiao Wu, Zhi Yang and Xiaqing Wang
Educ. Sci. 2025, 15(5), 606; https://doi.org/10.3390/educsci15050606 - 14 May 2025
Viewed by 390
Abstract
Digital academic leadership (DAL) is essential for navigating the complexities of digital transformation in higher education institutions. However, empirical studies on how university leaders perceive and implement these practices remain scarce. This study bridges the critical gap in higher education leadership research by [...] Read more.
Digital academic leadership (DAL) is essential for navigating the complexities of digital transformation in higher education institutions. However, empirical studies on how university leaders perceive and implement these practices remain scarce. This study bridges the critical gap in higher education leadership research by empirically investigating DAL through the lens of the unified theory of acceptance and use of technology. This study employs a mixed-methods approach, combining surveys and semi-structured interviews with mid-to-senior university administrators in Zhejiang and Guangdong, China, from whom the research identifies four core dimensions of DAL: digital strategic foresight, resource coordination, technology awareness, and culture building. Quantitative analyses reveal significant variations in DAL perceptions across institutional tiers, gender, and disciplinary cluster, while quantitative and qualitative insights both expose contextual challenges and strategic pathways in effective DAL implementation in Chinese universities for organizational goals. The study contributes a framework for theorizing DAL as a situated practice and offers evidence-based strategies for reconciling technological imperatives with localized leadership dynamics in Chinese universities. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
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13 pages, 581 KiB  
Article
Academics’ Leadership Styles and Their Motivation to Participate in a Leadership Training Program in the Digital Era
by Zhao Cheng and Chang Zhu
Educ. Sci. 2025, 15(3), 369; https://doi.org/10.3390/educsci15030369 - 17 Mar 2025
Viewed by 781
Abstract
Previous studies have demonstrated the significance of leadership training for the professional growth of academics. In the Digital Era, where technological advancements and new learning environments are transforming leadership development, this study seeks to explore whether and how academics’ leadership styles influence their [...] Read more.
Previous studies have demonstrated the significance of leadership training for the professional growth of academics. In the Digital Era, where technological advancements and new learning environments are transforming leadership development, this study seeks to explore whether and how academics’ leadership styles influence their motivation to participate in a leadership training program. Based on survey data from 761 participants directly involved in a leadership development project, this study adopted a path model analysis method and provides novel empirical evidence on whether participants’ leadership styles influence their motivation to participate in leadership training programs. By examining this relationship in the context of the Digital Era, where digital tools and virtual platforms play a significant role, the study sheds light on how leadership approaches drive individuals’ motivation for further development—an aspect that has been underexplored in the past. Focusing on participants from a leadership development project, the study offers practical insights into how different leadership styles may impact engagement and interest in leadership training, particularly in digital and hybrid learning settings. This could help organizations tailor their leadership programs to better address the diverse needs of participants with varying leadership orientations in a digitally connected world. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
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23 pages, 759 KiB  
Article
Uncovering the Factors Affecting the Engagement of and Changes in Participants in a Blended Academic Leadership Development Program
by Xinyi Li, Zhao Cheng and Chang Zhu
Educ. Sci. 2025, 15(2), 147; https://doi.org/10.3390/educsci15020147 - 24 Jan 2025
Viewed by 944
Abstract
This study explores what factors influence academics’ engagement, and enhances the comprehension of engagement and the application of leadership skills among young academics within blended learning settings. Through mixed-method research, analyzing quantitative data derived from engagement scores and qualitative insights from 20 participants’ [...] Read more.
This study explores what factors influence academics’ engagement, and enhances the comprehension of engagement and the application of leadership skills among young academics within blended learning settings. Through mixed-method research, analyzing quantitative data derived from engagement scores and qualitative insights from 20 participants’ self-feedback reports, the study reveals a shift towards leadership models characterized by collaborative and digital proficiency underpinned by strategic thinking and problem-solving skills. The findings reveal that program design, intra-group interaction, communication, and collaborative environment were the key factors that enhanced academics’ engagement. Meanwhile, multiple regression analysis revealed the effects of variables such as gender, position type, educational level, and age on engagement. Among them, academic level, especially Doctoral degree, was significantly associated with higher engagement. Based on these findings, this study provides empirical support for optimizing the design of academic leadership development programs and suggests ways to further improve scholarly engagement. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
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