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http://ijhe.sciedupress.com International Journal of Higher Education Vol. 13, No. 4; 2024
Published by Sciedu Press 38 ISSN 1927-6044 E-ISSN 1927-6052
A Systematic Review of Digital Academic
Leadership in Higher Education
Zhao Cheng1, Ngoc Bich Khuyen Dinh2, Aysun Caliskan1 & Chang Zhu1
1 Department of Educational Sciences, Vrije Universiteit Brussel (VUB), Brussels, Belgium
2 Faculty of Business and Law, University of Roehampton, London, the United Kingdom
Correspondence: Zhao Cheng, Department of Educational Sciences, Vrije Universiteit Brussel (VUB), Pleinlaan 2,
1050 Brussels, Belgium. ORCID Number: https://orcid.org/0000-0003-4252-2141. Email: zhao.cheng@vub.be
Chang Zhu, Department of Educational Sciences, Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium.
ORCID Number: https://orcid.org/0000-0002-0057-275X.E-mail: chang.zhu@vub.be
Received: July 25, 2024 Accepted: August 20, 2024 Online Published: August 22, 2024
doi:10.5430/ijhe.v13n4p38 URL: https://doi.org/10.5430/ijhe.v13n4p38
Abstract
Digital academic leadership (DAL) in higher education has been recognised as an important aspect in the enhancement
of academic development in the stage of new normal and the academic achievement of academic members and learners
across higher education contexts. DAL is seen as leadership that integrates the portfolio of technologies and
instruments such as e-platforms (webinars) and social media in academic settings. A systematic literature review was
employed in this study to map the relevant literature on the topics of 1) what is DAL? 2) what are the core dimensions
of digital academic leadership? The source database includes 39 English articles related to the topics of DAL published
between January 2003 and June 2023 in high-indexed journals. This review provides theoretical-conceptual and
empirical contributions to the DAL literature. This study synthesises the related theories and conceptual frameworks
for elucidating the concept of DAL. The results imply the need and how to enhance DAL in higher education contexts.
Keywords: academic leadership, digital leadership, digital awareness, higher education
1. Introduction and Main Concepts
The shift towards digitalization in education demands leaders who are not only skilled in traditional leadership, but
also with a strong grasp of digital tools and their potential to drive innovation. Without effective digital academic
leadership (DAL), institutions risk falling behind in a world where technology is central to academic success,
operational efficiency, and student satisfaction (Shrivastava & Shrivastava, 2022). However, as the global educational
ecosystem continues to embrace online learning, data analytics, and digital communication, the absence of strong
digital academic leadership can lead to missed opportunities, inefficient resource utilization, and a lack of alignment
with contemporary educational trends (Bharadwaj et al., 2013; Haddock et al., 2022; Pedro & Teixeira, 2021;
Shrivastava & Shrivastava, 2022). In addition, leaders in higher education (HE) are not immune to these changes; they
must be fully aware of the complex challenges associated with investing in well-trained employees, motivating them,
and transforming from traditional leaders (Antonopoulou et al., 2020). Notably, they are engaged in the development
and implementation of pedagogical strategies that improve student outcomes (Orcutt & Dringus, 2017).
This study is highly relevant because it addresses the intersection of leadership and technology, which is crucial for the
future of education. By exploring the concept, traits, competencies, and practices of digital academic leadership, the
study provides valuable insights into how institutions can cultivate leaders who are equipped to navigate the
complexities of digital transformation. Additionally, understanding DAL helps in identifying the skills and
competencies that current and future academic leaders need to develop to lead effectively in the digital age.
http://ijhe.sciedupress.com International Journal of Higher Education Vol. 13, No. 4; 2024
Published by Sciedu Press 39 ISSN 1927-6044 E-ISSN 1927-6052
1.1 Concept of Digital Academic Leadership
Digital leadership in academia is a relatively new concept and has not yet been extensively researched. As described by
Antonopoulou et al. (2020) and Ratajczak (2022), digital leadership in the academic setting involves the integration of
various technologies and tools, such as e-platforms like webinars, the Internet of Things (IoT), social media, Big Data,
artificial intelligence, and machine learning. Mohebi (2019) further defines digital leadership as the use of
technological tools to create social impact by influencing the attitudes, emotions, thoughts, behaviours, and
performance of individuals, groups, and organizations. This definition emphasizes that digital leadership extends
beyond technology, focusing also on fostering connections among people (Salah, 2023). Karakose et al. (2022) add a
more specific dimension, suggesting that digital leadership in academia is a social impact process facilitated by modern
information technologies, which drives change and enhances performance across all stakeholder groups.
Accordingly, digital academic leaders can manage digital transformation processes consistently by using different
leadership approaches. A recent study by Aldawood et al. (2019) defined digital academic leadership as setting
direction, influencing stakeholders, accessing new information, creating sustainable environment and establishing
good relationships and thus making important changes for future educational success, which is perceived as a key
driver of innovative transformations in education. This definition emphasizes that digital academic leadership is more
about the ability to lead by using information and communication technologies to reach the institutions’ objective
(Harbani et al., 2021). Thus, it inspires digital change but also encourages students, teachers, and all other stakeholders
to actively participate in digital transformation (Salah, 2023).
1.2 Dimensions of Digital Academic Leadership
From this standpoint, literature regarding the key functions of digital academic leaders is steadily increasing. Scholars
agree that the functions of digital academic leadership necessitate an open mindset to innovation and adaptability
(Schwarzmüller et al., 2018). Thanks to the interconnected nature of the digital academic leadership environment, new
networking opportunities are being facilitated by the pervasive integration of digital platforms (Avolio et al., 2014).
Despite being a fundamental expectation to make social connections through digital platforms, effective digital
academic leaders distinguish themselves through their specific skills in recognizing those relationships that result in
tangible benefits (Cortellazzo et al., 2019; Harbani et al., 2021). In a recent study, Karakose and colleagues (2021)
identified that the primary roles of digital academic leaders include (i) utilizing digital technology, (ii) driving digital
transformation, (iii) encouraging technology-based professional development, (iv) cultivating a digital learning culture,
and (v) exhibiting digital leadership skills such as technology proficiency, managerial abilities, and personal
competencies. Cheng et al. (2024) further validated the importance of adopting technology and raising digital
awareness, among other functions.
Given these changes and the nascent state of research on digital academic leadership, a systematic review study is
urgently needed. This review will offer a detailed understanding of digital academic leadership and its fundamental
components.
2. Methods
2.1 Research Design
The primary aim of this study is to synthesize the existing literature on digital academic leadership in higher education.
The findings offer valuable insights for guiding future research on digital leadership within academic contexts. In this
article, two key research questions were formulated:
RQ1. What is digital academic leadership?
RQ2. What are the key dimensions of digital academic leadership?
To address the research questions, a systematic literature review was conducted (Tranfield et al., 2003). This study
primarily focuses on a qualitative literature review, utilizing content analysis to gain insights into the topic by
synthesizing and identifying emerging themes. Following the approach of Hanelt et al. (2021) and Ratajczak (2022),
the review process involved three main steps: (i) identification of relevant databases and data collection; (ii) data
analysis; and (iii) synthesis.
http://ijhe.sciedupress.com International Journal of Higher Education Vol. 13, No. 4; 2024
Published by Sciedu Press 40 ISSN 1927-6044 E-ISSN 1927-6052
2.2 Systematic Searching Strategies
A search strategy based on a PRISMA diagram (Moher et al., 2009) was adopted in the current study which consists
of three main stages: identification, screening, included.
2.2.1 Identification
In the first stage, the research was conducted using Scopus and Web of Science databases, which are considered as
the leading databases with advanced search features, analytic tools and high-quality published articles. Concerning
the search procedure, “Title/Abstract/Keywords” was used to focus the results and find pertinent articles. The
following keyword string was performed:
"Digital leadership" OR "cyber leadership" OR "E-leadership" OR "online leadership" OR "virtual leadership"
OR "leading in the digital age" OR "educational technology leadership" AND "higher education" OR
"universities" OR "academic institutions" OR "academic settings”
Keywords were chosen following a thorough analysis of the body of literature and research team’s final discussion.
During this stage, database's sorting tool was also used to filter and narrow down the scope of articles. To that end, the
study’s time period was limited to 2003-2023. The main reason, as stated by Higgins and Green (2011), is the
timeline’s release need to be limited when the pertinent research could have been published over a certain period.
Secondly, the selection of only empirical articles was applied in the current article, satisfying the second inclusion
criterion. The third and final inclusion criterion was that only English-language articles were included in this study. A
total of 1788 articles (1154 on Scopus and 634 on Web of Science) were found in the initial search.
2.2.2 Screening
In the screening stage, titles screening was implemented manually in which 989 irrelevant articles were eliminated as
they were not the focus of the literature. Afterwards,748 articles were excluded due to duplication and not the focus
of our study. A total of 51 articles were chosen for the full-text screening stage. To be eligible for inclusion, a study
must focus on digital academic leadership and satisfy the following additional criteria: (1) address at least one of the
following topics: (i) examine the conceptualization of digital academic leadership (DAL); (ii) explore an effective
profile of digital academic leader; (2) Be conducted in HE settings. As a result, 12 full-text articles were eliminated as
they did not meet additional criteria.
2.2.3 Included
Following the rigorous procedure of screening articles, 39 full-text articles, 11 articles from WoS (W) and 28 articles
from Scopus (S), were selected for data analysis.
2.3 Data Abstraction and Thematic Analysis
Thematic analysis was employed to analyse data in accordance with Khaw et al. (2022), since this approach is helpful
in identifying themes and sub-themes that are centred on trends, motifs, groupings and connections between patterns
and themes. In order to do this, the analysis procedure involved two phases.
The first phase includes formulating themes based on the two research questions. The researchers looked for trends in
the abstracted data from the selected articles. Microsoft Word and Microsoft Excel were utilized to document the data
that was abstracted. Afterwards, additional sub-groups were identified following the same procedure, and these
sub-groups developed into sub-themes in the article. The final step in the first phase included re-evaluating all the
themes and sub-themes created to ensure validity and reliability. The second phase aimed to find suitable names for
themes and sub-themes based on a consensus agreement within the research team. In this phase, the theme and
sub-themes could be modified on the basis of any contradictions that were identified.
3. Results
3.1 What is Digital Academic Leadership? (RQ1)
The findings showed that not many articles discuss the concept digital academic leadership. Among 39 selected articles,
there are about 15 articles discussed and conceptualised digital academic leadership. The results also revealed that the
term digital academic leadership can be perceived in different ways. Based on our analysis, four themes emerged under
the research question (see Table 1 in Appendix). The most common and simplest approach to define digital academic
leadership is to consider digital academic leadership as strategic use of digital assets to achieve organisational goals
(Msila, 2022; Yilmaz et al., 2020; Antonopoulou et al., 2019; Antonopoulou et al., 2020). Four articles used this
definition in their studies. According to Antonopoulou et al. (2019), the definition was adopted from the marketing and
http://ijhe.sciedupress.com International Journal of Higher Education Vol. 13, No. 4; 2024
Published by Sciedu Press 41 ISSN 1927-6044 E-ISSN 1927-6052
business field. For example, Antonopoulou et al. (2019) defined “e-leadership involves the strategic use of digital tools
to advance an enterprise’s marketing plans.”
The second emerged theme is defining the concept digital academic leadership as a combination of digital/technology
and leadership that enable organisations to succeed (Dimitriadi, 2019; Chang et al., 2022; Sharpp et al., 2019).
Dimitriadi (2019) emphasized that the term “digital” underscores the need for leaders to have a clear understanding of
the interplay between the problem-solving skills of human actors and the automation capabilities provided by
non-human resources in digital processes. Going beyond the conceptualisation stage, Chang, et al. (2022) stated that
there are four main factors/ characteristics that form the concept digital academic leadership that are: ICT and human
resource by achieving goals, blending of electronics and traditional methods, offer benefit from high technology and
lead to efficiency through technology, build socio-technical system.
Defining digital academic leadership based on traits/competencies of digital academic leaders is the third emerged
theme. To be more specific, several articles conceptualised digital academic leadership as traits, competencies, or
characteristics that the digital academic leaders possess (Hebert & Lovett, 2021; Harris, et al., 2013; Băeşu & Bejinaru,
2020; Van Wart et al., 2019; Kuscu & Arslan, 2016). For example, Hebert and Lovett (2021) stressed the three traits
including building trust, team - building & collaboration, and communication. Along the same line, Harris et al. (2013)
emphasised the importance of building trust and sharing purpose in a distributed way. Van Wart et al. (2019) and
Kuscu and Arslan (2016) identified six key competencies: e-communication skills, e-team building skills, e-social
skills, e-technological skills, e-change management skills, and e-trustworthiness.
The fourth emerged theme is to define digital academic leadership as leadership involving appropriate technology use
in various aspects of workplace in HE (Caliskan & Zhu, 2021; Yokuş, 2022; Newland & Handley, 2016). These three
articles mutually highlighted that digital academic leadership refers to people’s knowledge and levels of using
technology in particular subject and work. Newland and Handley (2016) also stated that “when it comes to the HE
context, digital academic leadership can be reflected on different aspects: in learning and teaching, communication and
collaboration, administration, research” (Newland & Handley, 2016).
3.2 What are the Key Dimensions of Digital Academic Leadership? (RQ2)
Based on the findings, 12 out of the 39 selected articles discussed the core dimensions of Digital Academic
Leadership (DAL). Through our analysis, five key dimensions of DAL were identified in response to the research
question (refer to Table 2 in the Appendix). These dimensions include raising digital awareness, demonstrating a
technology vision, adopting technology, fostering joint collaboration, and addressing challenges.
Firstly, raising digital awareness (Van Wart et al., 2019) and cultivating a digital culture (Chang et al., 2022; Ehlers,
2020; Van Wart et al., 2019) were identified as the initial dimensions. Secondly, having a clear technology vision
(Ehlers, 2020; Yuting et al., 2022; Msila, 2022) is crucial for demonstrating technological foresight and applying a
digital strategy (Van Wart et al., 2019; Ehlers, 2020; Chang et al., 2022). Additionally, initiating technological
changes (Hebert & Lovett, 2021; Msila, 2022; Yilmaz et al., 2020) and predicting potential adverse outcomes (Van
Wart et al., 2019; Msila, 2022) are also emphasized.
Thirdly, the adoption of technology underscores the importance of digital academic leaders possessing relevant
digital skills (Lalani et al., 2021; Akcil & Bastas, 2021). Furthermore, joint collaboration emerged as a significant
dimension, highlighting responsibilities at different leadership levels (Hebert & Lovett, 2021; Yuting et al., 2022),
the integration of academic and management competencies in guiding technology use (Van Wart et al., 2019; Ehlers,
2020), empowering others (Dimitriadi, 2019) and virtual communication (Chang et al., 2022). Finally, addressing
challenges (Chang et al., 2022; Msila, 2022) was also identified as a vital dimension.
4. Discussions
This review research tackles the question of how digital academic leadership is conceptualized, the profile of digital
academic leader through a literature review and the development of new theoretical frameworks. The following
paragraphs summarise and discuss the findings regarding respective research questions in this study.
4.1 Concept of Digital Academic Leadership (RQ1)
The current study comprehensively investigated how the notion of DAL in higher education context has been
conceptualized in the available literature. The findings illustrate that although there has been a rise in research interest
in digital academic leadership in academic setting over the past 20 years, the concept digital academic leadership in
academic setting has not been defined rigorously in previous studies. This is consistent with the findings of Karakose et
al. (2022), who state that research on the thematic evolution of the field of digital academic leadership using a science
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Published by Sciedu Press 42 ISSN 1927-6044 E-ISSN 1927-6052
mapping technique has not been done rigorously. Hence, our study attempted to identify different approaches when
defining the concept of digital academic leadership in academic setting by reviewing previous studies in the available
literature. Our findings reveal that four main themes were found to be among the main approaches of conceptualizing
digital academic leadership.
In connection with the concept of e-leadership, the term digital academic leadership is simply conceptualized as
strategic use of digital assets to achieve organisational goals in several selected articles (Msila, 2022; Yilmaz et al.,
2020; Antonopoulou et al., 2019; Antonopoulou et al., 2020). Several articles also define digital academic leadership
as a combination of the two concepts: digital/technology and leadership (Dimitriadi, 2019; Chang et al., 2022; Sharpp
et al., 2019). In addition to this, our review found that in several studies, the term e-leadership is used as a broad term
that encompass the two concepts including virtual leadership, e-leadership which are used interchangeably. This result
is in line with Karakose et al. (2022)’ findings.
The notion of DAL was also described as specific traits/ characteristics that an academic leader possesses (Hebert &
Lovett, 2021; Harris et al., 2013; Băeşu & Bejinaru, 2020; Van Wart et al., 2019; Kuscu & Arslan, 2016). Of those,
e-communication skills, e-technological skills, e-team building skills, and e-trustworthiness are among the utmost
essential skills highlighted in previous articles. According to Antonopoulou et al. (2021), leadership and the leader’s
personality are crucial components of a successful university. For this reason, it is understandable that some traits/
characteristics acquired by an academic leader are underlined when defining the concept.
The fourth approach defined digital academic leadership as leadership involving appropriate technology use in various
aspects of workplace in HE in order to achieve organisational goals (Akcil & Bastas, 2021; Yokuş, 2022; Newland &
Handley, 2016). In line with the findings of Karakose et al. (2021), one of the basic qualities of digital leader is the use
of digital technology. However, Karakose et al. (2021) also posit that digital academic leadership is not simply putting
computers together and running them or being an expert programmer. Hence, digital academic leadership goes beyond
the leaders’ level of using technology. Not surprisingly, Karakose et al. (2021) found other basic qualities of digital
leaders in their study including support for technology-based professional development, digital transformation,
possessing digital academic leadership skills, and fostering a digital learning culture.
Karakose et al. (2021) state that in the digital age, traditional leaders, who can supplement their leadership with digital
skills, play essential role to bring sustainable success for their institutions. Digital leaders in higher education are not
exceptional. Our findings show that digital academic leadership in academic setting has been gained significant
interests in the last 20 years. Based on our literature review on how the concept digital academic leadership in higher
education context has been conceptualised, it is obvious that the notion academic digital academic leadership has been
perceived and defined in different ways and there is a lack of a comprehensive definition that reflect different aspects
of digital academic leadership and fit higher education context. Further research is needed to have a comprehensive
definition of digital academic leadership that can be used widely in academic setting.
4.2 Key Dimensions of Digital Academic Leadership (RQ2)
Based on the findings, five key dimensions of Digital Academic Leadership (DAL) have been identified: raising
digital awareness (Msila, 2022; Van Wart et al., 2019), demonstrating a technology vision, adopting technology
(Akcil & Bastas, 2021; Dimitriadi, 2019; Lalani et al., 2021; Chang et al., 2022; Msila, 2022), fostering joint
collaboration (Msila, 2022), and addressing challenges (Chang et al., 2022; Msila, 2022). This framework enhances
the existing literature by offering a comprehensive understanding of the functions within digital academic leadership.
However, there is a noticeable gap in research, particularly regarding the roles of raising digital awareness and
addressing challenges, especially in overcoming resistance to change during the implementation of digital strategies.
Future studies should focus on these areas, exploring how to increase digital awareness and effectively combat
resistance to change. A thorough understanding of DAL, along with the skills needed to strengthen it, is crucial for
comprehending the impact of digital academic leadership on the success of academic staff, students, and the overall
performance of educational institutions.
5. Conclusion and Implications
Through the overview of the literature on digital academic leadership, DAL is commonly defined as considering
leadership as strategic use of digital assets to achieve organisational goals, including the combination of
digital/technology and leadership, traits/competencies of digital leader and individual’s level of technology usage. This
review provides a comprehensive examination of the concept of digital academic leadership (DAL), underscoring its
critical role in the evolving landscape of academia. By synthesizing existing literature, the paper highlights that DAL is
not merely about integrating technology into leadership practices; it represents a strategic approach to leveraging
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digital tools and resources to drive organizational success. The findings emphasize the multifaceted nature of DAL,
encompassing the convergence of digital and leadership skills, the essential traits and competencies of digital leaders,
and the varying levels of technology adoption among individuals. This review thus serves as a valuable resource for
scholars and practitioners alike, offering insights that can inform the development of effective leadership strategies in a
digitally-driven academic environment.
It is worth noting that DAL places great emphasis on the core process of raising digital awareness, adopting
technology, adopting technology, demonstrating technology vision, and addressing challenges. This can be served as
a framework for digital academic leadership, suggesting that DAL can be conceptualized as a framework where digital
awareness, vision, technology adoption, collaboration, and problem-solving are central pillars. This aligns with
leadership theories that emphasize the importance of vision and strategic action in guiding organizations through
change. The emphasis on digital awareness and vision underscores the need for leaders to not only understand current
technologies but also anticipate future trends, positioning DAL as a dynamic and forward-looking leadership model.
The specific competencies, such as the ability to raise digital awareness and lead collaborative efforts, involved in
DAL can be connected to competency-based leadership models, suggesting that effective digital leaders must cultivate
specific skills and behaviors that are critical for navigating the complexities of digital transformation in academic
settings.
This review emphasizes the importance of strategic development in educational institutions. Leaders must not only
adopt digital technologies but also create an organizational culture that values digital literacy and continuous learning.
By raising digital awareness and demonstrating a clear technology vision, leaders can foster an environment that is
more adaptive and resilient in the face of digital disruption. Moreover, the emphasis on joint collaboration and
addressing challenges indicates that DAL requires a collaborative approach, where stakeholders across the institution
work together to implement digital initiatives. This has practical implications for how academic leaders engage with
faculty, staff, and students, promoting a more inclusive and participatory decision-making process that enhances the
effectiveness of digital strategies. In addtion, the practical focus on these core processes suggests that training
programs for academic leaders should incorporate these elements, ensuring that leaders are well-equipped to manage
digital transformation. Institutions may need to invest in professional development that emphasizes not just technical
skills, but also the strategic and collaborative aspects of digital leadership.
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Appendix
Table 1. Emerged themes on defining the concept of digital academic leadership
Themes (Code level 1)
Sub-themes
(Code level 2)
Segment
Articles
Defined as strategic use of
digital assets to achieve
organisational goals.
Strategic use of digital assets to achieve organisational
goals
S31
E-leadership is a concept of managing the group members
and group processes using ICT tools and environments
S16
E-leadership is the strategic use of digital tools in order to
promote marketing plans of an enterprise
S17
Integration of a portfolio of technologies, tools and
instruments
S12
Defined as a simple
combination of two
concepts:
Digital/technology +
leadership.
Separate "leadership" and "digital". the author
emphasizes the term "digital" which refers to importance
for those leaders to have a clear understanding of the
interconnection between the problem-solving expertise
that human actors and the automation capabilities that
non-human resources involved in digital processes can
offer
S15
Combination of ICT skills and leadership skills that
enable organizations to succeed. It consists of 4 factors/
characteristics: ICT and human resource by achieving
goals, blending of electronics and traditional methods,
offer benefit from high technology and lead to efficiency
through technology, build socio-technical system.
S19
E-Leadership is a combined framework that encompasses
both leadership and technology
W7
Defined as competencies
/characteristics of a digital
leader possesses.
Traits
Building trust; team building and collaboration,
communication
S24
Generating and transferring knowledge, trust and shared
purpose in a distributed way.
S8
Characteristic
s
Thought leader; creative leader; Global visionary leader;
inquisitive leader; profound leader
W5
Competencies
E-communications skills; e-social skills, e-team building
skills; e-change management skills; e-technological
skills; e-trustworthiness
S18
Communication skills, motivation creating ability and
technological competence level.
S6
Defined as leadership
involving appropriate
technology use in various
aspects of workplace in
HE
It is about a person's level of technology usage for a
particular subject and work
S27
People's knowledge about digital tools and their use, the
correct use of the internet, the effort to reach the right
information, and their behaviour about sharing the right
information
S22
Those competencies that fit an individual for living,
learning and working in the digital society. When it comes
to the HE context, digital leadership can be reflected on
different aspects: in learning and teaching, research,
communication and collaboration, administration
S1
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Table 2. Dimensions of digital academic leadership
Themes
(Code level
1)
Sub-themes
(Code level 2)
Segment
Articles
Demonstratin
g Technology
Vision
Technology
Vision
Teachers act as technology facilitators for a shared ICT vision
S32
Visionary leaders are prepared to change their purposes and
behaviours as educators ... and they emphasize the value of
technology
S31
When there is lack of vision, institutions will struggle to
implement technology
S31
True digital leaders need digital vision and dexterity of a captain
at sea who buoys the sinking ship through turbulent waters.
S31
A digital vision and strategy were factors that would guide digital
transformation
S31
The leaders should always have the bigger picture of where the
employees want to see their organization in future.
S31
The vision is like a glue that makes us stick together especially in
times of potential conflicts
S31
Relevant dimensions for the creation of a vision and a
corresponding strategy for the digital transformation
S14
Digital visionary who supports emerging culture
S31
Digital
strategy
Digital strategy for digital transformation and leadership to be
attained
S31
Making sure leaders know how to use ICTs competently and
blend them with traditional methods
S18
Relevant dimensions for the creation of a vision and a
corresponding strategy for the digital transformation
S14
Digital leaders also need to look at the needs of African
communities as they adapt the digital technologies to address the
demands of the country
S31
Strategy
S19
Model for
changes
towards
technology
Technology leaders act as models and drivers for changes in the
increasing technology-enriched educational context, and adopt
multiple leadership practices to motivate teachers’ abilities and
positive attitude towards ICT. “Leader’s role is to clear the paths
subordinates use to accomplish goals”.
S32
Commitment to digital transformation
S24
E-leadership aims to change attitudes, feelings, thoughts,
behaviors and performances of individuals or groups
S16
Leaders must help their teams out of crisis as they ensure that the
organization can deal with change.
S31
Leading change;
S31
Digital leaders should lead change and be in the forefront of
advocacy. In a time when there is uncertainty, they must be able to
S31
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lead and give direction.
Connected learner.
S32
Be wary of
negative
changing
results
Leaders need to be wary of change for some digital initiatives may
be bad for teaching
S31
Whilst we talk of novel digital skills, we cannot forget the old
skills are functional.
S31
Blend them with traditional methods
S18
Raising
digital
awareness
Awareness
Preparation
S19
Leaders must be aware of how change happens
S31
Leaders’ ought to be highly aware of all demanding challenges
from investing in upskilled employees
S12
Having basic awareness of technologies
S18
Leaders of higher education institutions should understand the
critical role of digital transformation and how this can affect the
performance of these establishments.
S31
Cultivating
digital culture
No institution can contemplate a future strategy without thinking
about the role of the digital cultures in supporting that future
S31
Digital leaders must use an e-culture that would lead to positive
university performance
S31
The need for leader support and for the leader to create a
supportive online environment is mentioned widely in the
literature, in both team and dyadic contexts
S18
Support the emergence of a transformation culture.
S14
Culture
S19
Involving either information technology or online environments
S18
Adopting
technology
Technology
leaders with
digital skills
Leaders are expected to act as technology leaders
S32
Managing the group members and group processes using ICT
tools and environments.
S16
Level of technology usage for a particular subject and work
S27
Offer a way to merge digital literacies and digital citizenship
practices
S15
Learning how to integrate ICT into the leadership function
S19
Behaviours of leaders have been posited as enablers of innovation
and technological adoption in higher education learning and
teaching
W17
It would not be easy to guide digital transformation when leaders
lack the digital skills.
S31
Joint
collaboration
Responsibilit
y of
leadership in
different
Various levels: the president, who has the highest authority to
manage the institution and set technology directions; the
vice-president... overall institutional technology climate; the
vice-dean ... promote teachers’ innovative collaboration within
S32
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levels
the faculty; head of the teaching and research department ... the
academic issues and ICT-enriched teaching affairs within the
department; and the director of ICT centres ... ICT-coordinated
and technological issues. All these positions take responsibility
for ICT usage and technology integration within the institution.
Digital transformation structures
S24
Without cooperation amongst university colleges and university
departments the digital technologies will flounder.
S31
Communicating often across the institution;
S31
Universities should educate, skill and empower the youth
S31
Academic
ability and
management
competencies
in guiding
technology
use
The importance of creating trust
S18
Practice
S19
Builds a strong culture of trust, teambuilding and collaboration,
and communication
S24
Virtual communication
S19
The combination of technological literacy, academic ability, and
management competencies to select, exercise, and guide
technology usage, which supports all education stakeholders to
effectively deal with the exploration of technology-related tasks.
S32
One aspect of team motivation is related to the proper structuring
of teams related to task charges, introductory activities,
encouragement
S18
Change management involving either information technology or
online environments.
S18
Facilitates positioning an organization concerning its digital
transformation
S14
Collaborator who inspires;
S31
Ability to manage chaos;
S31
The best digital leaders will be those who are good
communicators.
S31
The leaders find human relationships important as well as the
need to influence the course of transformation
S31
Be in full control
S31
Effective digital leaders have six traits, and these are digital
knowledge and literacy, vision, customer focus, agility,
risk-taking and collaboration.
S31
Communication is a critical competency for effective online team
management and for lead workers in team settings
S18
Empower
followers
Universities should educate, skill and empower the youth
S31
Empower followers to understand, select, assess, utilize, and
S32
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manage technology and innovation effectively
Support staff if technology initiatives are to thrive
S31
Providing constant support;
S31
Ability to find and synthesise diverse sources of information, to
manage self, and to empower others
S15
Deeply know how to motivate and inspire them till the knowledge
to break conventional leadership from task-oriented to
project-oriented leading
S12
Addressing
challenges
Fight
resistance to
change
Leaders’ ought to fight fear, be in full control, and support staff if
technology initiatives are to thrive
S31
Leaders who are not intimidated by negativity; and advocacy
S31
University teachers need benefits and ways to fight resistance to
change
S31
Overcoming barriers
S19
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