This study reveals how authorities mitigate this regulator-enabler tension through six interdependent mechanisms organized across three governance checkpoints, demonstrating that effective governance in highly regulated sectors requires mechanisms which serve dual enabling-constraining functions simultaneously.
The article proposes the Digital Infrastructure Governance and Selection (DIGS) framework, which combines seven decision domains with six stage gates spanning problem definition, mandatory assurance, comparative assessment, controlled piloting, contracting and implementation, and lifecycle review and is a transparent decision aid rather than a statistically validated prediction model.
Fatema Akter· International Journal of Sci...· 0 citations
The rapid adoption of generative artificial intelligence (GenAI) in higher education has outpaced institutional readiness, creating urgent ethical and regulatory challenges that threaten academic integrity, data privacy, and educational equity. While global frameworks like UNESCO’s Guidance for Generative AI in Education (2023) advocate for human-centric design, and national laws such as FERPA mandate student data protection, no existing model systematically integrates these domains into a cohesive governance structure. This study addresses this critical gap by proposing the Ethico-Regulatory Governance (ERG) Framework, a conceptual model designed to bridge global ethics with local compliance. Developed through a systematic synthesis of 68 peer-reviewed studies, policy documents, and institutional guidelines, the ERG Framework consists of four interlocking layers: Foundational Principles (UNESCO values), Regulatory Anchors (FERPA/GDPR alignment), Institutional Mechanisms (audits, disclosure, training), and Pedagogical Integration (process-based assessment, prompt engineering). The framework transforms abstract principles into actionable practices, enabling institutions to move beyond reactive policies toward proactive, accountable governance. Key findings demonstrate that effective AI integration requires not only technical oversight but also stakeholder co-design, bias mitigation, and continuous feedback loops. By operationalizing ethics through enforceable mechanisms, the ERG Framework offers a scalable, adaptable solution for universities navigating the complexities of GenAI. Its implementation can safeguard core academic values while fostering innovation, ensuring that AI serves as a partner—not a replacement—for human judgment in teaching, learning, and research.
Christian Roberto Cabezas Freire, Nayana Desai· Revista Hambatu Science· 0 citations
Educational administration is undergoing a structural reconfiguration driven by the tension between localized autonomy and system-wide coherence. While decentralized administration and school-based management are widely adopted to enhance responsiveness, they often generate operational fragmentation and capacity strains that isolated school-level reforms cannot resolve. This conceptual paper addresses this theoretical fragmentation by developing an integrative framework that positions five interdependent constructs—decentralized administration, shared services and collaborative arrangements, technology-enabled support, education staffing models, and system-level leadership—as mutually constitutive layers of modern educational governance. Drawing exclusively on a curated corpus of contemporary literature, we argue that effective administration emerges not through independent policy levers but through the deliberate alignment of these components. The proposed framework posits that decentralization triggers the need for shared services to pool resources, which are operationalized through strategic staffing redistribution and enabled by digital infrastructure that reduces information asymmetry. System-level leadership serves as the critical coordinating mechanism that aligns these structural, human, and technological layers to craft coherence and build adaptive capacity. Five analytical propositions are formulated to specify the directional, mediating, and moderating relationships among these constructs, explicitly identifying boundary conditions such as governance design, digital readiness, and accountability regimes. The study concludes with implications for theory, policy, and practice, advocating for bundled reforms that integrate governance autonomy with collaborative infrastructure, digital interoperability, and equitable workforce redesign. This integrative model provides a heuristic for researchers and leaders to diagnose systemic misalignments and design administrative architectures that sustain both efficiency and equity in decentralized contexts.
Jomer Bansilay, R. Base· International Journal of Res...· 0 citations
This study investigates how national governance frameworks mediate education–industry collaboration and the development of responsible management capabilities in MBA programs across ASEAN. Integrating Astin's input–environment–outcome framework and Mezirow's transformative learning theory, we argue that addressing the business–society–environment nexus requires a cognitive transformation, shifting students from a purely profit‐driven mindset to a society‐driven one. Findings from a PLS‐SEM analysis of 307 MBA students reveal a significant national contingency in how the Principles for Responsible Management Education (PRME) are translated into practice. In Malaysia's structured, competency‐based system (MQA), mandatory PRME‐aligned curriculum content is the paramount driver of perceived learning outcomes and critical reflection, demonstrating how top‐down accreditation enables scalable PRME integration but constrains deep collaborative industry engagement. Conversely, in Thailand's learner‐centered context (OHEC), the lack of significant interaction effects serves as a diagnostic of a governance gap between policy intent and classroom reality. This study provides a novel comparative analysis offering an evidence‐based governance contingency matrix, providing actionable policy recommendations for accreditation bodies to redesign governance to better enable education–industry collaboration.
Bahtiar Mohamad, Sutana Boonlua, J. Chano et al.· Business and Society Review· 0 citations
Electronic governance, commonly known as e-governance, has become a central instrument through which public institutions modernize service delivery, strengthen accountability, and respond to citizen expectations in the digital era. Within the domain of educational administration, e-governance extends this transformation into universities, colleges, and schools, reshaping how admissions, examinations, grievance redressal, counselling, and academic monitoring are conducted. This paper examines the role of e-governance in educational administration with specific attention to its influence on student academic performance and psychological well-being, and its broader contribution to institutional innovation and development. Adopting a conceptual and literature-based approach grounded in public administration theory, the paper synthesizes scholarship on digital governance, new public management, and educational technology to argue that e-governance functions simultaneously as an administrative efficiency mechanism and as a public value creation tool. The analysis shows that well-designed digital governance systems can improve transparency, reduce administrative delay, personalize academic support, and extend mental health and well-being services to students who would otherwise face access barriers. At the same time, the paper identifies persistent challenges, including the digital divide, data privacy concerns, resistance to institutional change, and inadequate digital literacy among administrators and students. The paper concludes with policy recommendations for public administrators and educational leaders seeking to design e-governance frameworks that are inclusive, transparent, and oriented toward holistic student development rather than administrative efficiency alone.
Meenakshi Rohit Balodi· International Journal of Adv...· 0 citations
This paper investigates the strategic alignment between digital transformation and environmental sustainability in higher education institutions. Addressing the “siloed” management of these domains, this paper aims to determine whether digitalization is governed merely as an operational tool for control or as a systemic catalyst for closing the “efficiency gap” between institutional intent and environmental performance.
Adopting a qualitative multiple case study approach, this research uses a purposive maximum variation sampling strategy to analyze the strategic plans (2020–2030) of four Spanish universities with distinct institutional logics. A thematic content analysis was conducted using a hybrid deductive-inductive coding matrix, ensuring that theoretical grounding in quality assurance and financial sustainability is enriched by empirical discovery.
The analysis identifies a Governance Maturity Taxonomy composed of four stages (Differentiation, Control, Integration and Optimization). Findings reveal that digital maturity reduces information asymmetry but is, on its own, insufficient to guarantee ecological impact. Genuine “Optimized Efficiency” emerges only when digital tools are coupled with the “human-in-the-loop” – characterized by participatory leadership and community involvement – which acts as the decisive mediator required to overcome this structural misalignment.
This study looks beyond isolated technical metrics by positioning digital transformation as the institutional “nervous system” that supports a sustainable and resilient campus. It aspires to serve as a strategic compass, helping university leaders move from fragmented operational control toward a more integrated, data-driven stewardship. By harmonizing technological progress with environmental care, higher education institutions can more naturally fulfill their role as living laboratories for SDG 11 (Sustainable Cities and Communities) and SDG 13 (Climate Action), illustrating how institutional excellence can be redefined as a compassionate and purposeful response to the planetary crisis.
Yolanda Ramírez, Francisco Montero· International Journal of Sus...· 0 citations