Jul 2026· Journal of Asia Entrepreneurship and Sustainability· Vol 22, pp. 248-261· 0 citations
TL;DR
The mediation results reveal that Faculty Digital Readiness fully mediates the effects of Digital Leadership Competencies and Digital Leadership Strategic Vision on institutional outcomes, while partially mediating the effect of Management of Digital Leadership Barriers.
Abstract
Digital transformation in higher education requires more than technology adoption; it depends on leadership capability, faculty readiness, and the ability of institutions to convert digital strategy into academic practice. This study examines how Digital Leadership Competencies, Management of Digital Leadership Barriers, and Digital Leadership Strategic Vision influence Institutional Performance and Stakeholder Outcomes through Faculty Digital Readiness. Grounded in Dynamic Capabilities Theory and Learning Organisation Theory, the study adopts a quantitative cross-sectional design and uses PLS-SEM to analyse data collected from 500 respondents from higher educational institutions. The findings show that all three digital leadership dimensions significantly enhance Faculty Digital Readiness. Faculty Digital Readiness, in turn, significantly improves Institutional Performance and Stakeholder Outcomes. The mediation results reveal that Faculty Digital Readiness fully mediates the effects of Digital Leadership Competencies and Digital Leadership Strategic Vision on institutional outcomes, while partially mediating the effect of Management of Digital Leadership Barriers. These results indicate that digital leadership does not automatically produce institutional performance; rather, its impact becomes meaningful when leadership capability, strategic vision, and barrier management are translated into faculty-level digital readiness. The study contributes by positioning Faculty Digital Readiness as the operational pathway through which digital leadership creates measurable institutional value in higher education.
Digital transformation has become a strategic priority for higher education institutions seeking to improve organizational effectiveness and employee performance. However, previous studies have largely examined digital leadership, HRM practices, and employee capability separately, providing limited understanding of how digital leadership improves employee digital performance. Therefore, this study investigates the indirect effect of digital leadership on employee digital performance through High-Involvement Human Resource Management Practices (HI-HRMP) and employee dynamic capability. This study draws on the Resource Based View Theory (RBV), and Dynamic Capability Theory (DCT) to suggest that digital leadership has a positive effect on the adaptive capabilities of employees, organizational HR practices, and outcomes of digital work. The data were obtained from 205 academic and administrative staff in one private university in Indonesia through questionnaires (online and paper), and further analyzed using Partial Least Squares Structural Equation Modeling. The findings reveal that digital leadership does not directly influence employee digital performance. Instead, its effect occurs indirectly through HI-HRMP and employee dynamic capability. This study contributes to the digital leadership literature by explaining the organizational and individual mechanisms linking leadership and digital performance in higher education institutions.
Rafanjamalala Benjamine Andreas, Naelati Tubastuvi, S. Santoso et al.· SENTRALISASI· 0 citations
The study implies that educational institutions should develop a contextual digital leadership model that prioritizes human resource development as the foundation for sustainable digital transformation and improved educational management.
Isep Djuanda, Sri Andriyani· Journal of Educational Manag...· 0 citations
Digital transformation has become a central management agenda for higher education institutions seeking to improve teaching quality, organizational resilience, and long-term educational sustainability. However, the managerial pathways through which digital leadership contributes to sustainable teaching innovation remain insufficiently explained. Drawing on digital leadership, organizational learning, and sustainable higher education literature, this study develops and tests a conceptual path model linking digital leadership, organizational learning, faculty professional development, institutional support, and sustainable teaching innovation. A cross-sectional survey was conducted with 300 university faculty members and teaching-related personnel who had experience with digital teaching tools. Composite-score-based path analysis showed that digital leadership positively predicted organizational learning, faculty professional development, and sustainable teaching innovation. Organizational learning and faculty professional development also significantly predicted sustainable teaching innovation and served as indirect transmission mechanisms. Institutional support had a positive direct effect but did not significantly moderate the organizational learning–innovation relationship. The findings indicate that sustainable teaching innovation depends not only on digital infrastructure but also on leadership-enabled learning processes, faculty development, and institutional support. This study contributes an educational management strategy model that reframes sustainable teaching innovation as an organizational capability shaped by leadership, learning, professional development, and support mechanisms.
Haibao Cheng, Bih-Ni Lee, N. Hassan· Sustainability· 0 citations
The findings show that digital transformation is not only a technological process but also a strategic and governance oriented capability through which leadership capacity, data responsibility, institutional readiness, policy alignment, and performance expectations are negotiated.
Rashed Chowdhury, Samira Nuzhat, Umme Kulsum et al.· International journal of bus...· 0 citations
Digital transformation has reshaped the governance of educational organizations and heightened the demand for leadership capable of steering technology-driven change. However, studies examining the relationship between digital leadership, digital organizational culture, and school digitalization remain fragmented, lacking an integrated conceptual framework. This study aims to analyze the conceptual development of digital leadership in educational leadership literature, identify the role of digital organizational culture in supporting school digitalization, and synthesize the interrelationships among these constructs into an integrated conceptual framework. Employing a conceptual literature review approach across four stages literature identification, selection, qualitative coding and thematic synthesis, and conceptual framework development the research analyzed 46 articles meeting inclusion criteria. Qualitative content analysis using open, axial, and selective coding was conducted. Key findings indicate that digital leadership has evolved as a multidimensional construct encompassing digital vision, change management, digital competence, and organizational innovation. Furthermore, digital organizational culture functions as a strategic mechanism fostering values of innovation, collaboration, adaptability, and continuous learning to support school digitalization implementation. The synthesis yields the Digital Leadership, Digital Organizational Culture, and School Digitalization (LD-C-DS) Conceptual Framework, positing school digitalization as an outcome shaped by digital organizational culture, which is itself influenced by digital leadership practices. This study contributes to educational management and leadership scholarship by providing a conceptual foundation for future empirical research and digital transformation policy development in school settings.
Ahmad Nur Ismail, M. T. Al Fata, Heri Cahyono Putro et al.· At- Ta'lim : jurnal pendidik...· 0 citations
This study determined the institutional capability, academic leadership, and e-leadership of a local higher education institution in relation to faculty job satisfaction. Employing a quantitative descriptive-correlational research design, the study gathered data from full-time permanent and contractual faculty members using validated survey instruments. Descriptive and inferential statistics were utilized to analyze the data. Findings revealed that the institution demonstrated very high levels of institutional capability, academic leadership, and e-leadership, while faculty job satisfaction was generally high. Furthermore, institutional capability, academic leadership, and e-leadership each exhibited significant positive relationships with faculty job satisfaction, indicating that effective organizational systems, competent academic leadership, and strategic digital leadership contribute to a more supportive and satisfying work environment for faculty members. The study concludes that strengthening institutional capability and leadership competencies can enhance faculty well-being, organizational effectiveness, and institutional performance. The findings provide an empirical basis for leadership development initiatives, organizational improvement strategies, and evidence-informed policy formulation in higher education institutions.
Ariel N. Layson, Trudy C. Cerbo· International journal of res...· 0 citations