Aug 2026· International Journal of Advanced Research in Science, Communication and Technology· pp. 17· 0 citations· 27 references
TL;DR
Across different educational levels, positive institutional climate outcomes were more associated with administrative leadership practices supported by coherent digital infrastructures and implementation strategies, and digital enablement as embedded within administrative leadership rather than as a standalone reform initiative.
Abstract
This systematic review synthesises empirical evidence on the relationship between administrative leadership practices, digital enablement, and institutional climate across educational institutions. A structured search and screening process was conducted across major academic databases using predefined inclusion and exclusion criteria. The review identified decision-making, communication, and resource management as the core administrative practices significantly associated with institutional climate outcomes. The findings indicate that these practices are increasingly enacted within digitally enabled environments, including management information systems, digital communication platforms, and electronic resource coordination systems. Digital enablement does not independently determine institutional climate; instead, it restructures and operationalises leadership processes in ways that enhance transparency, responsiveness, coordination, and accountability when strategically aligned with administrative practices. Across different educational levels, positive institutional climate outcomes were more associated with administrative leadership practices supported by coherent digital infrastructures and implementation strategies. The review positions digital enablement as embedded within administrative leadership rather than as a standalone reform initiative. It further highlights the importance of aligning administrative processes and technological systems to strengthen educational practices and institutional effectiveness in contemporary teaching and learning environments.
Knowledge sharing is repeatedly identified as critical to institutional learning and performance in public higher education institutions (HEIs), yet the evidence base remains fragmented regarding which leadership behaviours and organisational culture interventions actually change sharing practices in academic settings. Existing studies often emphasise barriers to knowledge sharing, with less synthesis of solution-oriented interventions, particularly within the bureaucratic and resource-constrained environments of publicly funded HEIs and vocational institutions. Applying the social capital theory to this systematic review adds a theoretical layer that deepens the analysis of how organisational culture and leadership support foster knowledge sharing. This study reports a systematic review (2010–2024) that synthesises empirical evidence on leadership and organisational culture interventions implemented to foster knowledge sharing among academics. Using a PRISMA-guided protocol, we will search major scholarly databases for peer-reviewed journal articles, case studies, and relevant book chapters, apply transparent inclusion/exclusion criteria, and manage screening in Covidence. The included studies will be analysed using qualitative content analysis to identify intervention types, leadership approaches, implementation conditions, and reported outcomes related to knowledge-sharing behaviours and culture change. The review will contribute (1) an evidence-based taxonomy of leadership and institutional interventions for knowledge sharing in public HEIs, (2) an assessment of reported effectiveness and common outcome measures, and (3) an integrative framework linking contextual constraints, social–psychological mechanisms (e.g., trust, psychological safety, incentives), and intervention outcomes. The findings aim to support both KM scholarship and institutional leaders seeking actionable strategies to build sustainable knowledge-sharing cultures in public higher education.
M. Kekana, Masego Tumelo Maungwa· European Conference on Knowl...· 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
Organizations measure financial results, operational performance, safety, project delivery and compliance with considerable precision, yet the leadership conduct shaping those outcomes is often governed through reputation, seniority, charisma or self-description. This conceptual synthesis develops an integrated governance architecture for measuring, auditing, visualizing, developing and institutionalizing conscious leadership through the Total Leadership Index (TLI). It positions the TLI alongside transformational, authentic, ethical, servant and leadership-capital traditions while defining a distinct contribution: an evidence-governed architecture for observable conduct under pressure. At its centre is a proposed 100-point executive maturity construct comprising four equally weighted pillars—Decision Stillness; Timing and Sequence Discipline; Structured Reflection and Root-Cause Honesty; and Governed Speech with Institutional Consequence—linked to protected 360-degree evidence, behavioural rubrics, evidence-confidence ratings, non-compensatory red flags, ethical dashboards, simulation-based development, conditional certification and institutional renewal. The framework is not presented as a validated personality test, popularity ranking or automated decision engine. Its empirical programme specifies expert content validation, cognitive interviewing, exploratory and confirmatory factor analysis, internal-consistency and inter-rater reliability, convergent, discriminant, criterion and incremental validity, measurement-invariance testing, predictive validation and longitudinal intervention studies. AI-assisted analytics are restricted to transparent decision support under privacy, fairness, auditability and human-review controls. The article contributes a comparative theoretical positioning, a simplified evidence-to-action governance loop, a practical implementation blueprint and testable propositions while making no unverified claim of reliability, validity, fairness or causal effect.
Deepti Bhargava, Dr. Sonali Sneha· International journal of res...· 0 citations
This article examines how contemporary business leadership can integrate transformational, digital, inclusive, and ethical orientations to generate adaptive and sustainable organizational performance. It employs a qualitative literature review—not a systematic literature review—of reputable journal articles published mainly since 2020. Sources were purposively selected for their relevance to leadership, team management, digital transformation, organizational change, ethics, and sustainability, and were synthesized thematically and interpretively. The review shows that leadership does not affect performance directly or uniformly. Its influence operates through trust, psychological safety, empowerment, engagement, learning, and knowledge-sharing mechanisms. Transformational leadership supplies direction and change energy; digital leadership connects strategy, technology, data, and work design; inclusive and shared leadership broaden voice, collaboration, and innovation; and ethical-sustainable leadership protects legitimacy, accountability, and stakeholder value. The article proposes an integrated leadership capability model comprising strategic sensemaking, human–technology orchestration, participation architecture, ethical stewardship, and adaptive learning. The model emphasizes contextual fit, behavioral consistency, and supporting organizational systems. Practically, organizations should develop leaders through capability portfolios and multidimensional performance metrics rather than relying on a single idealized leadership style
L. Judijanto· Multitech Journal of Science...· 0 citations
This study examined the level of implementation and institutional impact of community co-governance and culture-responsive leadership practices in selected public elementary schools in the Division of Bohol during the School Year 2025–2026. It aimed to determine how participatory governance and inclusive leadership practices contribute to institutional effectiveness in terms of organizational culture, stakeholder engagement, teacher performance, and student support. A descriptive-correlational research design was employed using structured questionnaires administered to ninety (90) respondents composed of school heads, teachers, and stakeholders. Data were analyzed using frequency, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient.
The findings revealed that community co-governance practices were implemented at a high level, while culture-responsive leadership practices and institutional impact were rated very high across all dimensions. Strong positive relationships were found between community co-governance and culture-responsive leadership practices, between community co-governance and institutional impact, and between culture-responsive leadership and institutional impact, indicating that increased stakeholder participation and inclusive leadership are associated with improved institutional outcomes.
The study concludes that the integration of community co-governance and culture-responsive leadership practices plays a significant role in enhancing school effectiveness and fostering inclusive educational environments. Based on the results, an Integrated Community Co-Governance and Culture-Responsive Leadership Framework was developed to strengthen governance practices, promote inclusive leadership, and improve institutional effectiveness in public elementary schools.
Transformation in Academic leadership, organizational complexity, changing governance structures, growing role of research management and administration (RMA) and limitations in academic leadership let this study to reinterpret academic leadership as a context-dependent and negotiated process. A qualitative, model-based research design was employed by combining theoretical grounding with the construction of analytical role profiles which represent key stakeholders within university environments. Thematic analysis, patterns of interaction, decision-making processes, and mechanisms of coordination across roles were examined and the findings indicate that effective academic leadership emerges from ability to balance individual autonomy with institutional coordination, trust, shared understanding of roles, and communication practices were critical enabling factors. It is revealed that persistent structural and cultural barriers may limit collaboration and hinder integration of diverse professional perspectives. Comparative insights suggest that leadership effectiveness is closely linked to the alignment of expectations and institutional context, with variability reflecting differences in organizational maturity and role clarity. The study contributes by conceptualizing academic leadership as a distributed and relational practice extending beyond formal hierarchies. Findings offer a foundation for further empirical investigation of leadership dynamics in higher education.
Kateřina Bočková, D. Procházka, Matúš Guga et al.· Frontiers in Education· 0 citations