2026· International Research Journal of Multidisciplinary Scope· Vol 07, pp. 1829-1843· 0 citations· 43 references
Abstract
Higher education institutions are experiencing major transformation as digital technologies, data-driven management and knowledge-based economies reshape how universities create and deliver value. Universities increasingly function as complex organizational systems that coordinate knowledge resources, academic services and institutional activities across multiple stakeholders. Within this context, institutional performance depends not only on academic excellence but also on the ability to develop governance capabilities and manage innovation processes effectively. This study examines how leadership, internal control, technological capability and Total Quality Management influence organizational innovation and institutional performance in Christian faith-based higher education institutions in Indonesia. Using a quantitative approach with Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 213 academic and administrative staff members. The findings indicate that technological capability and quality management play a significant role in enhancing organizational innovation, while leadership and internal control do not have direct effects on performance. Organizational innovation emerges as a key mechanism that mediates the relationship between governance capabilities and institutional performance. These results suggest that institutional performance is achieved through the effective transformation of internal capabilities into innovation outcomes. The study offers a novel perspective by integrating governance mechanisms within an innovation-driven performance framework in faith-based higher education institutions. The study contributes to higher education management literature by demonstrating that technological capability and quality management improve institutional performance mainly through organizational innovation in Christian faith-based higher education institutions.
This study examines the role of adaptive leadership in higher education and its relationship with organizational communication and institutional sustainability. A qualitative exploratory case study was conducted at STIE Ciputra Makassar, Indonesia. Data was collected through semi-structured interviews, non-participant observation, and document analysis, and analyzed using thematic analysis. The findings show that adaptive leadership enables institutions to respond effectively to external changes such as regulatory shifts, technological development, and increasing competition in higher education. Leadership adaptability is reflected in flexible decision-making, contextual problem solving, and continuous organizational adjustment. Organizational communication plays a central role in strengthening adaptive leadership through open communication, consistent information flow, and participatory coordination among leaders, lecturers, and staff. The study further reveals that institutional sustainability is shaped not only by financial performance but also by academic quality, institutional reputation, and stakeholder trust. Adaptive leadership contributes to sustainability by enhancing organizational adaptability, supporting human resource development, and promoting data-driven decision-making. The results indicate that adaptive leadership, organizational communication, and institutional sustainability are interrelated and form an adaptive organizational system. In conclusion, adaptive leadership supported by effective organizational communication is a key factor in ensuring the sustainability of higher education institutions. This study contributes to leadership theory in higher education and offers practical implications for strengthening institutional resilience and competitiveness.
Novika Ayu Triany, N. Surahman, Brandon Steve¹ et al.· Journal La Bisecoman· 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
Educational institutions increasingly operate within complex adaptive systems characterized by rapid technological, environmental, and socio-economic changes. These challenges require leadership approaches that strengthen institutional resilience while promoting long-term sustainability. This study examines how sustainable management leadership enhances institutional resilience through adaptive organizational processes within educational institutions.
A qualitative multiple-case study was conducted in three Islamic senior high schools (MAN 1, MAN 2, and MAN 3 Tulungagung, Indonesia). Data were collected through semi-structured interviews with principals, teachers, and administrative staff, supported by non-participant observations and document analysis. The data were analyzed using thematic analysis involving open, axial, and selective coding, with triangulation, member checking, and peer debriefing employed to ensure trustworthiness.
The findings demonstrate that sustainability-oriented leadership significantly enhances institutional resilience by strengthening adaptive processes, including ESG-informed governance, stakeholder engagement, continuous organizational learning, and digital and organizational innovation. Comparative analysis revealed three stages of institutional development. MAN 1 exhibited advanced sustainable leadership characterized by integrated governance, collaborative culture, and high resilience. MAN 2 represented a transitional stage with moderate adaptive capacity driven primarily by digital innovation but constrained by fragmented sustainability implementation. MAN 3 reflected an emerging stage with limited leadership capacity, weak governance structures, and low institutional resilience. Across cases, three overarching themes emerged: leadership drives sustainability, organizational culture matters more than policy, and innovation requires supportive organizational systems.
The study extends sustainable leadership literature by conceptualizing institutional resilience as an emergent outcome generated through the interaction between sustainability-oriented leadership, adaptive governance, stakeholder collaboration, continuous learning, and innovation. A resilience-oriented leadership model is proposed to explain the dynamic relationships among leadership vision, adaptive processes, and organizational outcomes. The findings contribute empirical evidence from educational institutions in a developing-country context and provide a practical framework for strengthening adaptive capacity, institutional resilience, and long-term sustainability in educational systems.
Nur Efendi, Muh Ibnu Sholeh, Nurul Indana et al.· Frontiers in Sustainability· 0 citations
Organizational climate in higher education institutions (HEIs) is a strategic factor influencing academic sustainability, job satisfaction, and staff commitment. This study aimed to analyze, through a systematized literature review based on the SALSA framework, the organizational factors and management practices associated with a more favorable organizational climate in HEIs. Searches were conducted in Scopus using terms related to organizational climate, leadership, quality culture, and human resource management in higher education, covering 2015–2026. From 132 initial records, 22 studies were included after assessing relevance and methodological quality using criteria adapted from the MMAT. Information was organized into five dimensions: leadership and governance, organizational culture and quality, climate diagnosis, commitment and participation, and human resource management and sustainability. Findings show that a more favorable organizational climate was consistently associated with the integration of transformational leadership, effective institutional communication, participatory quality culture, role clarity, recognition, psychological well-being, and sustainable HRM practices. Destructive leadership by middle managers emerged as a frequently underestimated climate deterioration factor. The findings suggest that HEIs would benefit from adopting systemic strategies connecting structural and cultural elements, with special attention to middle management roles and research gaps in Latin American contexts. This study contributes an original synthesis by integrating, within a single framework, destructive middle-management leadership, participatory quality culture, and organizational sustainability, dimensions that have typically been addressed in isolation in the higher education climate literature.
E. Escobar, R. Toasa· Frontiers in Education· 0 citations
Type of the article: Research ArticleAbstractPrivate higher education in Vietnam is under pressure to combine academic quality, market responsiveness, financial sustainability, and social accountability. This study examines how business-oriented university governance is associated with perceived institutional performance in Vietnamese private higher education. A quantitative survey was conducted in 2025 with 400 valid responses from administrators, lecturers, and professional staff working at ten private universities. Because the empirical data were collected from individual respondents clustered within institutions, the unit of analysis is defined as respondent-level perceptions of governance and institutional performance rather than objective university-level performance. Partial least squares structural equation modeling was used to test a model linking governance quality, perceived institutional autonomy, stakeholder participation, perceived innovation capability, entrepreneurial culture, and the external environment. The results indicate that governance quality is positively associated with perceived institutional performance, while perceived institutional autonomy is positively related to perceived innovation capability and entrepreneurial culture. Stakeholder participation is associated with governance quality and innovation capability. Entrepreneurial culture transmits the association between innovation capability and perceived institutional performance, and a supportive external environment strengthens the autonomy-innovation relationship. The study contributes a cautious, perception-based governance framework for understanding private higher education reform in Vietnam. It also shows that private universities should not be managed as commercial firms, but as hybrid academic enterprises in which autonomy, accountability, innovation, and stakeholder engagement are aligned.AcknowledgmentThe authors gratefully acknowledge all respondents who participated in the survey and the private higher education institutions that supported the data collection process.
Unknown authors· Problems and Perspectives in...· 0 citations
Artificial Intelligence (AI) is increasingly reshaping higher education institutions, yet limited evidence exists regarding how AI Technology Adoption contributes to Sustainable Performance. This study examines the relationships among AI Technology Adoption, Transformational Leadership, Innovation Capability, and Sustainable Performance in higher education institutions. Drawing on the Technology-Organization-Environment (TOE) framework, Transformational Leadership Theory, Dynamic Capability Theory, and the Triple Bottom Line (TBL) perspective, a research model was tested using survey data collected from 500 academic and administrative staff across higher education institutions in the Guangdong-Hong Kong-Macao Greater Bay Area (GBA) in China. Structural Equation Modelling (SEM) was employed to examine the proposed relationships. The findings reveal that AI Technology Adoption and Transformational Leadership exert positive effects on Sustainable Performance, both directly and indirectly through Innovation Capability. Innovation Capability was also found to partially mediate the relationships between AI Technology Adoption, Transformational Leadership, and Sustainable Performance. By positioning Sustainable Performance as a key institutional outcome, this study extends existing research on AI in higher education beyond technology implementation and demonstrates the role of Innovation Capability in translating technological and leadership resources into Sustainable Performance.
Yani Liao, Khunanan Sukpasjaroen· Higher Education Studies· 0 citations
