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Higher Education Governance and Leadership in the Digital Era

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

Deadline for manuscript submissions: closed (30 April 2025) | Viewed by 7936

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Special Issue Editors

Prof. Dr. Chang Zhu

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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

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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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Published Papers (9 papers)

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Research

11 pages, 301 KiB

Open AccessArticle

AI as Sub-Symbolic Systems: Understanding the Role of AI in Higher Education Governance

by Xiaomin Li, David A. Turner and Baocun Liu

Educ. Sci. 2025, 15(7), 866; https://doi.org/10.3390/educsci15070866 (registering DOI) - 6 Jul 2025

Abstract

This paper develops the argument that, in the application of AI to improve the system of governance for higher education, machine learning will be more effective in some areas than others. To make that assertion more systematic, a classificatory taxonomy of types of decisions is necessary. This paper draws upon the classification of decision processes as either symbolic or sub-symbolic. Symbolic approaches focus on whole system design and emphasise logical coherence across sub-systems, while sub-symbolic approaches emphasise localised decision making with distributed engagement, at the expense of overall coherence. AI, especially generative AI, is argued to be best suited to working at the sub-symbolic level, although there are exceptions when discriminative AI systems are designed symbolically. The paper then uses Beer’s Viable System Model to identify whether the decisions necessary for viability are best approached symbolically or sub-symbolically. The need for leadership to recognise when a sub-symbolic system is failing and requires symbolic intervention is a specific case where human intervention may be necessary to override the conclusions of an AI system. The paper presents an initial analysis of which types of AI would support which functions of governance best, and explains why ultimate control must always rest with human leaders. Full article

(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)

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23 pages, 384 KiB

Open AccessArticle

Linking International Faculty Integration to International Academic Impact: The Moderating Role of Institutional Digitization Level in Chinese Universities

by Wenji Fan and Shangwei Fang

Educ. Sci. 2025, 15(7), 792; https://doi.org/10.3390/educsci15070792 - 20 Jun 2025

Viewed by 290

Abstract

The introduction of international faculties is a crucial strategy in enhancing the talent pool of Chinese universities, yet its impact on scientific research development remains underexplored. This study investigates how the presence of an international faculty influences the international academic impact of 128 “Double First-class” Chinese universities from 2011 to 2020. Using benchmark regression models alongside endogeneity and robustness tests, the analysis incorporates moderating effects and heterogeneity to examine underlying mechanisms. The results indicate that the introduction of foreign faculty significantly enhances the international academic impact of these institutions. Furthermore, the scientific and technological human capital of a foreign faculty plays a key role in this effect. This study also finds that the universities’ level of digitalization significantly moderates the relationship between international faculty presence and academic impact. Additionally, the impact varies across regions and development levels, highlighting heterogeneity in outcomes. These findings suggest that Chinese universities should strategically strengthen the recruitment of international faculties, carefully assess their expertise, and leverage digital capabilities to maximize academic benefits. This research provides empirical evidence on the value of international faculties in advancing the global academic standing of Chinese higher education institutions. Full article

(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)

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12 pages, 207 KiB

Open AccessArticle

Leading AI-Driven Student Engagement: The Role of Digital Leadership in Higher Education

by Melita Kovacevic, Tamara Dagen and Miroslav Rajter

Educ. Sci. 2025, 15(6), 775; https://doi.org/10.3390/educsci15060775 - 18 Jun 2025

Viewed by 308

Abstract

This theoretical position paper explores the potential of artificial intelligence (AI) to enhance student engagement through the lens of academic leadership. To illustrate our argument, we include exploratory, mixed-methods evidence drawn from a descriptive survey of 95 undergraduate students and five semi-structured interviews with key academic leaders. These data are indicative only and not intended for statistical generalisation; however, they ground and inform the theoretical propositions of this paper. Focusing on how AI-driven tools can be used, the study examines the central role of academic leaders in guiding these innovations. By addressing key leadership decisions—including resource allocation, policy development, and faculty support—the study explores how AI can foster a more responsive and engaging learning environment and provides insights into how academic leadership can guide the integration of AI technologies to increase student motivation, participation and academic success in different educational settings. Full article

(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)

47 pages, 1430 KiB

Open AccessArticle

Artificial Intelligence: Objective or Tool in the 21st-Century Higher Education Strategy and Leadership?

by Lucien Bollaert

Educ. Sci. 2025, 15(6), 774; https://doi.org/10.3390/educsci15060774 - 18 Jun 2025

Viewed by 478

Abstract

Since the launching of ChatGPT (generative) AI has been developed so much and fast that it has entered higher education (HE) and higher education institutions (HEIs). The article is meant to help HE(Is) how to deal with AI strategically and in leadership. It investigates which influences AI and the use of AI tools is having on HE(Is). Therefore 4 research questions are formulated: how does AI and AI tools influence HE(Is) in its mission, organization and context; should AI and its applications then be regarded as an strategic objective or only as a tool to realize the strategy; how is AI and the use of AI tools, as developed and described in an AI strategy, best managed to be adopted and integrated in an effective and responsible way, and finally which influence does AI and its tools have on the leadership and culture? In order to answer those questions, the article describes first our contemporary times, and the leadership needed, then delves into the history of the development of AI and its tools and investigates the current and future attitudes towards, degrees of implementation, and uses of AI and its tools among the internal and external stakeholders of HE(Is). The findings result from a global literature study of international surveys and 2 case studies. The selection is based on topical usefulness, international scope, (statistical) relevance and quality of research in general. In this way the article aims to help to develop an AI strategy and thus can be read as a policy paper underpinned by a meta-analysis. The main results are that, although the use of AI in HEIs is divided, the effective and responsible adoption and integration of AI is a new strategic objective in order to help to realize HE’s three-fold mission in a well-planned and managed way asking for a visionary leadership and a clear policy framework and guidelines, in which the words transparency, responsibility and critical thinking link AI use with an enhancement of unique human competences such as critical thinking. Full article

(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)

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18 pages, 442 KiB

Open AccessArticle

Graduate Student Engagement and Digital Governance in Higher Education

by Miray Doğan and Hasan Arslan

Educ. Sci. 2025, 15(6), 682; https://doi.org/10.3390/educsci15060682 - 30 May 2025

Viewed by 691

Abstract

This study explores graduate students’ perceptions of and experiences with digital governance in higher education, using data from semi-structured interviews with thirty participants. A qualitative research design guided the investigation, addressing six research questions related to the definition, roles, effectiveness, required skills, challenges, and opportunities of digital governance. The findings reveal varying levels of familiarity with digital governance, often linked to concepts of e-government and efficient decision-making. However, many participants lacked a deep understanding of the term. Key roles of digital governance identified include improved data management, enhanced transparency, and increased inclusivity in decision-making processes. The study also highlights significant challenges, such as inadequate infrastructure, inconsistent implementation, and a lack of formal training in digital governance. Despite these barriers, digital governance offers practical benefits, including streamlined administrative processes, better accessibility, and improved research outcomes. Participants emphasized the importance of digital skills education but noted that weak infrastructure and limited curricular integration hinder skill development. Opportunities identified include greater efficiency, expanded access to education, and better support for marginalized groups. The study concludes with recommendations for a holistic approach, combining education reform, infrastructure improvement, and stakeholder collaboration to optimize the benefits of digital governance in higher education. These insights provide valuable guidance for policymakers and educators seeking to enhance digital governance in academic institutions. Full article

(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)

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13 pages, 207 KiB

Open AccessArticle

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 487

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, 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

Open AccessArticle

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

Cited by 1 | Viewed by 1312

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 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

Open AccessArticle

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

Cited by 1 | Viewed by 1355

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 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

Open AccessArticle

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

Cited by 1 | Viewed by 1103

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’ 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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