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When describing leadership effectiveness as influencing and impacting the feelings, thoughts and behaviors of others, it can be seen as a critical skill in the overall effectiveness of leaders in general, including those in higher education. Understanding what leadership skills contribute to differentiating between average leaders and more effective leaders, provides insights into where transitions from individual academic roles to leadership ones can be accelerated. In this article we share thoughts and an approach to identifying the importance of conflict management as a key leadership skill to increasing overall leadership effectiveness. We describe a workshop facilitated as a component of the Accomplishing Career Transitions (ACT) Program of the American Society for Cell Biology (ASCB). The workshop, A Leadership Primer uses the Thomas-Kilmann Instrument (TKI), individual reflection, peer coaching and goal setting to provide insight into the origin and impact of individual conflict management styles. While there is evidence indicating that the use of a Collaborative style provides more opportunities for effective leadership, the participants in the ACT were like other academic leader samples that showed more use of a Compromising style. The workshop and follow up sessions provided coaching support to identify origins of conflict styles and options for increasing flexibility to apply a range of conflict styles. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the crisis management plans in Saudi Arabian universities by identifying key challenges and obstacles. A cross‐sectional study was conducted among 473 faculty members. The participants completed a survey that included the university campus's existing crisis management plans, educational leaders' challenges in implementing effective crisis management, and a socio‐demographic checklist. Confirmatory factor analysis revealed that there are three critical areas that need attention: comprehensive crisis plans, designated crisis management teams, and regular drills and exercises. The model yielded a χ2 value of 236.18 with 84 degrees of freedom (df), resulting in a statistically significant outcome (p < 0.001). Among the key challenges and obstacles affecting crisis management performance in educational centres, as identified by faculty members, ensuring effective coordination and communication between different departments and stakeholders within the university, conducting regular evaluations and drills to test the crisis management plan's effectiveness and identify areas for improvement, and coping with emerging or evolving threats that require constant updates and adaptations to the crisis management plan need more attention, with factor load values of 0.92, 0.90 and 0.84, respectively. The findings indicated that, although universities had well‐documented crisis management plans and designated teams, significant gaps remained in their implementation, coordination and regular evaluation. The study underscored the importance of establishing robust communication frameworks, improving coordination among departments and stakeholders, and ensuring continual updates to crisis management plans. Finally, the study contributes to the literature by providing insights into the current state of crisis management in Saudi Arabian universities and offering practical recommendations for enhancing preparedness and resilience in the face of crises. [ABSTRACT FROM AUTHOR]

The number of interdisciplinary courses being developed in higher education across different countries is increasing. The people responsible for developing and enacting interdisciplinary courses can have significant design and teaching autonomy, but little is known about how they understand interdisciplinarity. This study uses phenomenographic interviews to address the question: how do interdisciplinary course leaders understand interdisciplinarity? This includes exploration of the relationships between different understandings of interdisciplinarity. Findings from interviews with 23 interdisciplinary course leaders reveal understandings of interdisciplinarity expressed in relation to (A) definitions, (B) knowledge spaces, and (C) situated knowledge work practices. Understandings were multiple and heterogeneous; they varied between participants and more importantly participants each expressed understandings belonging to multiple categories. Findings show that academics' views about what interdisciplinarity means are rarely exclusively aligned with normative definitions, but instead are marked by individuals' construction of meaning through processes of acquisition, sense-making and situational judgment. The study's findings could be used in future educational design and planning work to elicit and discuss different stakeholder understandings of interdisciplinarity. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Quality Assurance in Higher Education is the property of University of Science & Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Rising levels of external research funding represent not only an asset but also a challenge for universities. Academic leaders play a central role in managing the finances of their institutions, yet little is known about how they respond to the growing importance of external research funding. Through the lens of resource dependency theory, we argue that external funding can be seen as a critical resource for universities. In an interview-based study of academic leaders in Danish universities, we investigate how leaders respond to the uncertainties and constraints associated with their institutions' dependence on external funding. We find that increasing levels of external funding tie up a growing proportion of internal funding, constraining academic leaders' strategic options and challenging their ability to ensure continuity in research groups. Leaders respond by pursuing a variety of strategies, but many ultimately find themselves in a bind, caught between feeling a growing need to take actions to manage uncertainties and constraints resulting from rising levels of external funding on the one hand, and not wanting or daring to be seen as interfering with the autonomy of their high-performing researchers on the other. The risk, ultimately, is that external funding determines which research areas and talents are developed, and that all disposable internal funding in universities is tied up in externally funded activities. [ABSTRACT FROM AUTHOR]

Academic excellence is brought about by effective leadership, which may encompass the concept of distributed leadership, which signifies a collective engagement. However, leadership positions within higher education are frequently filled with scholars lacking leadership skills and experience, which can be detrimental both to their performance and well-being. To address this, we explored via interviews with academic leaders how academic leadership is defined and conceptualised and what their developmental needs are. Participants (N = 23) came from junior, middle and senior management levels. Findings suggest that their notions of leadership as well as any developmental needs/activities perceived useful, differ according to their leadership level. Although junior leaders were more concerned with procedural elements of leading, senior leaders focused on mentoring, social expectations and knowledge of academia. These findings have important implications for a wider theoretical conceptualisation of academic leadership, which are typically focused on individual senior leaders. Further, our findings inform leadership development programmes, as universities' dealings with academic leaders tend not to consider the differing requirements of junior, middle and senior academic leaders. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Economics & Administrative Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Economic Administrative & Legal Sciences is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study aimed to reveal the impact of psychological empowerment on the possession of entrepreneurial characteristics among academic leaders at Princess Nourah Bint AbdulRahman University. The study utilized a descriptive correlational approach. A questionnaire was distributed to a sample of 121 academic leaders at PNU, following a random sampling technique. The findings indicated that psychological empowerment has a statistically significant positive impact on the possession of entrepreneurial characteristics among academic leaders at PNU, explaining 71.50% of the total variation. The study also revealed that psychological empowerment (including the four dimensions: meaning, competence, selfdetermination, and impact) impacted all four of the entrepreneurial characteristics (i.e. the need for achievement, initiative, innovation, risk-taking), explaining 65.5%, 60.6%, 43.5%, and 42.6% of the variation in these dimensions, respectively. It also concluded that self-determination was the most significant variable, influencing the four entrepreneurial characteristics. The study also found that the psychological empowerment and entrepreneurial characteristics of PNU academic leaders reached moderate levels: 3.63 and 3.57 [ABSTRACT FROM AUTHOR]

Copyright of Gharee for Economics & Administration Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the development of science digitalization, it became possible to detect dishonest behavior. The increasing magnitude of predatory publishing has boosted scientific research on the topic. While studies on university leaders' impact concentrate mainly on its positive effects on organizational performance, to date, little is known about whether academic leaders can negatively influence the organizations they lead depending on their engagement in academic misconduct. Using a sample of Russian universities and their leaders from 2010–2020, I ask whether universities tend to adopt leaders' dishonest behavior. Specifically, I analyzed whether universities increase publications in potentially predatory journals after a leader with such a record enters the office. Relying on a culture theory of academic misconduct, I discuss the role-related factors that contribute to a leader's influence over employees. I focus on whether the leader's influence relates to external incentives for universities to publish more, the leader's career development type, or the leader's and university's research area. The findings demonstrate that the share of publications in potentially predatory journals tends to increase if a leader with such publications assumes office, especially if the university is research-oriented. The results suggest that academic reputation of a leader matters to the university's consequent misconduct. [ABSTRACT FROM AUTHOR]

AbstractIn 21st-century higher education, effective managerial skills are crucial for quality assessment. ABC University aims to be an Excellent University by 2047, but leadership competence remains a barrier to this goal. This study focuses on the managerial abilities of the rector and vice-rector in managing higher education operations. The Research paradigm used is constructivist paradigm utilizing qualitative research methods. The study adopts a case study approach, investigating a specific context where the phenomenon of interest is occurring and holds significance for examination. The research commenced by gathering secondary data through preliminary key informant interviews, engaging with 12 former deans and vice deans. The researcher determined the focus and sub-focus of the research followed by collecting observation data and semi-structured interviews with informants consisting of 7 deans, 6 vice deans, 2 heads of departments, and 2 heads of institutions. The sampling method used was purposive and snowball sampling. The data undergoes analysis via the Manual Data Analysis Procedure, employing a thematic inductive approach to generate memos and ultimately construct a conceptual framework of managerial competency. The study reveals that the competency standards for rectorate leaders during the period 2020–2022 are inadequate, encompassing areas such as adaptive leadership, comprehensive managerial proficiency, and intelligent collegial relationships. This lack of effective communication and collaboration has an impact on the process of propelling ABC University towards excellence.

Higher education (HE) in the changing context requires leadership training and development as a vital element for university governance and innovation. While there are several theoretical frameworks on leadership development, most of them are outcome evaluation‐oriented. Consequently, there is a lack of a leadership development model which emphasises both design process and expected outcomes. In addition to this, HE leadership development has been gradually transformed toward complexity and flexibility due to the volatile external environment of the 21st century. Thus, instead of having a development programme that simply focuses on individual skill enhancement, a comprehensive leadership development programme that equally fosters leaders' competencies (leader development) and develops collective leadership (leadership development) is increasingly utilised. Unfortunately, previous theoretical frameworks fail to take into consideration these new features. The main aim of this study was to develop a comprehensive theoretical model for academic leadership development (ALD) that promotes both leader development and leadership development. In the present study, 24 academic leaders, lecturers and researchers from five European and six Chinese HE institutions co‐designed the ALD model. The constructed model consists of four main dimensions: theoretical core, types of training and providers, training format and ultimate goals. The results contribute to developing, promoting and enhancing leadership development in academic settings. [ABSTRACT FROM AUTHOR]

This study aimed to identify the mechanisms of developing academic leaders' practices at King Khalid University in the light of administrative excellence standards, and reveal any statistically significant differences at the level 0.05 between the sample's responses on those mechanisms attributed to the variables of position and college type. To achieve the objectives of the study, the descriptive method was used and a questionnaire was administered to a sample of 106 academic leaders at King Khalid University. The study revealed a number of findings: the overall degree of importance of developing academic leaders' performance was very high; and the degree of importance of developing academic leaders' performance in the areas of leadership, strategic decisions, and human resources was very high as well. Furthermore, there were no statistically significant differences at the level 0.05 between the mean scores of the sample's responses on the mechanisms of developing academic leaders' practices at King Khalid University in the light of administrative excellence standards attributed to the variables of position and college type. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study aimed to identify the level of intellectual security among male and female students of the University of Bisha from their point of view, the role of academic leaders at the University of Bisha in enhancing the intellectual security of male and female students from their point of view, identify the existence of statistically significant differences between the responses of male and female students at the University of Bisha about the role of academic leaders in enhancing their intellectual security due to (gender, nationality, type of college), Presenting proposed mechanisms to activate the role of academic leaders in enhancing the intellectual security of Bisha University students. The study used the descriptive approach, and used the questionnaire as its tool, and its sample consisted of (410) male and female students from the University of Bisha in various faculties. The study concluded in its results that the level of intellectual security among students was very big, and the academic leaders played their role in enhancing the intellectual security of students in big degree, there are differences between the average responses of the study sample due to the variable (nationality) in favor of non-Saudi students, and there are no statistically significant differences between the average responses of the study sample due to the variables (sex - type of college), the study also presented some proposed mechanisms to activate the role of academic leaders in enhancing intellectual security among students at the University of Bisha in the light of its results. [ABSTRACT FROM AUTHOR]

The high number of displaced people in the world has led to many challenges for refugees, including the interruption of their academic careers. This, coupled with anti-refugee rhetoric and strict immigration and integration policies in host countries, has exacerbated the exclusion of refugees from academia. Higher education institutions have special responsibilities to realise the social inclusion of minorities, including refugees. While the entire academic community can play a role, the onus is primarily on academic leaders such as chancellors, rectors, deans, and heads of departments, and their deputies to create a genuinely inclusive academic environment. These key figures should at least realise that granting access is only one step in realising the social inclusion of refugees into higher education. In this commentary, I highlight some actions academic leaders can take to facilitate the social inclusion of refugees into academia. [ABSTRACT FROM AUTHOR]

The study aims to know the level of measurement of strategic intelligence dimensions at Dhamar University ،and the researcher used the analytical descriptive curriculum ،representing the community of academic leaders at Dhamar University selecting a random sample of academic leaders at six colleges that are: (Education ،Literature ،Agriculture ، administrative Sciences ،Computer ،Engineering) Job holders (Dean of College ،Deputy Dean ،Head of Department ،Quality Unit Officer) ،The most important results were: The highest degree of strategic intelligence measurement at Dhamar University colleges was for stewardship; It ranked first and came with an average arithmetic of (4.17) and high availability ، while the second was the field of future vision with an average arithmetic of (3.89) and high availability. Systems thinking was third ،with an average arithmetic of (3.88) and with a high availability ،while the area of stimulus was last with an average of (3.66) and with a high availability. [ABSTRACT FROM AUTHOR]

In 21st-century higher education, effective managerial skills are crucial for quality assessment. ABC University aims to be an Excellent University by 2047, but leadership competence remains a barrier to this goal. This study focuses on the managerial abilities of the rector and vice-rector in managing higher education operations. The Research paradigm used is constructivist paradigm utilizing qualitative research methods. The study adopts a case study approach, investigating a specific context where the phenomenon of interest is occurring and holds significance for examination. The research commenced by gathering secondary data through preliminary key informant interviews, engaging with 12 former deans and vice deans. The researcher determined the focus and sub-focus of the research followed by collecting observation data and semi-structured interviews with informants consisting of 7 deans, 6 vice deans, 2 heads of departments, and 2 heads of institutions. The sampling method used was purposive and snowball sampling. The data undergoes analysis via the Manual Data Analysis Procedure, employing a thematic inductive approach to generate memos and ultimately construct a conceptual framework of managerial competency. The study reveals that the competency standards for rectorate leaders during the period 2020–2022 are inadequate, encompassing areas such as adaptive leadership, comprehensive managerial proficiency, and intelligent collegial relationships. This lack of effective communication and collaboration has an impact on the process of propelling ABC University towards excellence. [ABSTRACT FROM AUTHOR]

This article examines the experiences and coping strategies of four university middle-managers during the unprecedented time of disruption caused by the COVID-19 pandemic. We use the research approach of autoethnography to reflect on our experiences and decision-making processes. To reflect on how we managed the rapid change and moved from survivalist actions to more systemic responses in a new and uncertain reality, we draw on concepts which highlight the importance of connectedness, distributive leadership and communicating clearly. Intuitively following these principles, and being decisive and pragmatic are what enabled all four departments to stabilise and move out of a survivalist reactive mode. Two clear patterns emerged from our reflections. Firstly, it is evident that the pandemic exacerbated pre-existing challenges and shone a bright light on existing shortcomings. A second pattern was that there was simply no other option but to improve systems and processes. We conclude that it is vital to continue asking difficult questions about the long-term implications of the profound changes delivered by the COVID-19 pandemic. This includes the move to hybrid teaching and how we can regain a proactive stance, facilitating inclusive long-term change. [ABSTRACT FROM AUTHOR]

This current study aims to recommend a perspective to activate a networked leadership practice among academic leaders at Northern Border University. A descriptive analytical approach is followed by means of developing a questionnaire. The research sample consists of 60 academic leaders (both male and female) at Northern Border University (including deans, agents, and heads of department). The statistical treatment was adopted: Arithmetic means and standard deviations of the second field of the questionnaire (in descending order). The results of the first question range from weak to moderate in relation to the human skills of network leadership. The results of the second field of the questionnaire show a medium degree in terms of ‘It is related to the practice of network leadership’, and the results from the third field reflect an average degree. In response to the second study question, the researcher developed a proposal to activate the network leadership at Northern Border University. [ABSTRACT FROM AUTHOR]

This study aimed at analyzing the impact of Leadership Capabilities on Strategic Orientation through Strategic Flexibility at the Jordanian Universities. To achieve the objectives of the study and test its hypotheses, the descriptive analytical method was used, and using (SEM) for data analysis. The questionnaire was used as a main tool for data collection. The study sample consisted (analysis unit) of 196 leaders of academic leaders in Jordanian Universities. The results of the study found that there was a significant impact of Leadership Capabilities on Strategic Orientation, there was a statistically significant impact of Leadership Capabilities on Strategic Flexibility, there was a Significant impact of Strategic Flexibility on Strategic Orientation, and there was an indirect impact of Strategic Flexibility as a moderating variable in the relationship between Leadership Capabilities on Strategic Orientation. The study recommended the The need to continue developing of Leadership Capabilities among leaders in accordance with the main objectives of Jordanian Universities. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal of Administrative Sciences is the property of Kuwait University, Academic Publication Council and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent decades, there has been a significant increase in research that focuses on organisational culture as an important construct that can support or hinder the implementation of changes in higher education. In developing countries of Europe, limited studies are assessing organisational culture and its alignment with planned changes in higher education institutions. Hence, the objective of this research was to identify the dominant organisational culture types in higher education and understand how the planned changes are aligned with the dominant cultures. The research was conducted in a large public university in Kosovo. The Competing Values Framework was used to assess the organisational culture. The study adopted a quantitative research approach. The sample consisted of 102 academic staff from a population of approximately 960. The data were collected using a standardised instrument (The Organisational Culture Assessment Instrument (OCAI)) to identify the dominant organisational culture based on four organisational culture types: clan, hierarchy, adhocracy, and market. The data related to the planned changes of the university were collected through document analysis. The research identified hierarchy and market cultures as the dominant cultures. The results also show that the dominant organisational cultures militate against the main planned changes. The findings confirm the relevance of the Competing Values Framework in assessing the organisational culture in higher education institutions and provide direction to academic leaders about how they can align their planned changes with the organisational culture to achieve better outcomes.

The study aimed to reveal the role of artificial intelligence in enhancing the leadership skills of academic leaders in public and private universities in the Northern Region from the point of view of faculty members. To achieve the objectives of the study, the researcher prepared a tool consisting of (32) items distributed over three areas: administrative intellectual skills, the area of problem solving and decision making, and the area of technical skills. The study population consisted of all faculty members in public and private universities in the northern region, from whom a random sample was chosen. It reached (265) faculty members during the first semester of the year (2023/2024 AD). The results of the study showed that the overall arithmetic averages for the role of artificial intelligence in enhancing leadership skills among academic leaders in public and private universities came in at a moderate degree, and the results showed that there were statistically significant differences attributed to gender differences, in favor of males, type of university, and in favor of public universities, and there were no statistically significant differences. This is due to the difference in academic rank. The study recommended the need to encourage academic leaders in universities to employ artificial intelligence programs. [ABSTRACT FROM AUTHOR]

This study aimed to identify the degree to which academic leaders at official Jordanian universities practice creative leadership and its relationship to the level of teaching performance according to faculty members' point of view. This study also aimed to identify if there are statistically significant differences in the degree of creative leadership and in the level of teaching performance due to the variables of faculty and years of experience. It also aimed to examine the correlation between creative leadership and teaching performance. A descriptive correlative approach was used in this study, and the study sample consisted of 362faculty members at Jordanian universities during the second semester of the academic year 2020/2021.This study found that the degree of practicing creative leadership by the academic leaders at the faculties of Jordanian universities was high, and it also showed that there were no statistically significant differences inthe degree of academic leaders' practice of creative leadership at the faculties of Jordanian public universities due to the variables of faculty and years of experience. The level of teaching performance of faculty members at the faculties of Jordanian universities was also high, and there were no statistically significant differences in the level of teaching performance of faculty members. There was a positive relationship between the degree of practicing creative leadership and the level of teaching performance of faculty members at Jordanian universities. According to the results of this study, the researchers recommended that universities should adopt the concept of creative leadership because of its positive role in achieving the universities' mission, vision, and objectives, and in motivating employees. [ABSTRACT FROM AUTHOR]

Copyright of Hebron University Research Journal (Humanities) is the property of Hebron University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to identify the reality of developing the performance of academic leaders in Saudi universities; Exposing obstacles to developing the performance of academic leaders in Saudi universities; Determining the requirements for developing the performance of academic leaders in Saudi universities in the light of administrative empowerment; It also aimed to present a proposed vision, which contributes to developing the performance of academic leaders in Saudi universities in the light of administrative empowerment. The descriptive method was used. The study community consisted of academic leaders from faculty members in Saudi universities. The results of the study concluded several results, the most important of which are: 1. The study sample’s agreement came to a (high) degree on the reality of developing the performance of academic leaders in Saudi universities in the light of administrative empowerment, with an average mean of (3.50 out of 5). 2. The most prominent results of the reality of developing the performance of academic leaders in Saudi universities in the light of administrative empowerment were represented in the dimension of work teams with an average mean of (3.84 out of 5). 3. The study sample’s agreement came to a (high) degree on the obstacles to developing future academic leaders in Saudi universities in the light of administrative empowerment, with an average mean of (3.86 out of 5.00). 4. The study sample’s agreement came to a (high) degree on the requirements for developing academic leaders in Saudi universities in the light of administrative empowerment, with an average mean of (4.10 out of 5.00). The researcher recommended several recommendations, the most important of which are: • Recommending the application of this vision in Saudi universities. • Establishing an independent entity (a unit, center, or a special department) in the organizational structure of each university whose mission is to qualify academic leaders in the light of administrative empowerment, directly linked to the university's director. It also has an independent budget and a full-time administrative cadre for the work entrusted to it. • Providing training programs for the leaders of the faculty members to develop their leadership aspects and develop the skills of administrative empowerment in their skill side. • Giving academic leaders sufficient powers to achieve the vision, mission and objectives of their units. • Increasing the financial allocations required for the development of academic leaders in the light of administrative empowerment. • Spreading awareness of the importance of administrative empowerment in the development of academic leaders. [ABSTRACT FROM AUTHOR]

Communicative competence represents an academic leader's ability to use language effectively. However, to date, communicative competence among academic leaders is not as effective as expected. This research aims to explore the affective factors hindering the academic leaders' communicative competence, identify the cultural factors affecting their communicative competence, and investigate the impact of using technology in developing communicative competence during the Covid-19 pandemic. This qualitative study employed semi-structured interviews with nine academic leaders from different universities in Iraq. It adopts four theories: communicative competence, leadership competence, communication and planned behaviour for the basis and guidance for data collection, data analysis, and interpretation. The qualitative data were transcribed and analysed using thematic analysis. It was found that the following Key factors, such as digital literacy became crucial during lockdown because of COVID-19. All meetings and conferences adopt online mode instead of physical appearance. In such a situation, majority respondents mentioned that communicative competence has proven helpful in problem-solving and developing critical skills. The respondents have proposed a framework for developing academic leaders' communicative competence for digital literacy post-Covid-19. Such as training to use digital tools for language usage, monitoring the electronic examination process more efficient and initiatives for communication competence. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the current research is to examine the theoretical foundations of both digital leadership and organizational flexibility among academic leaders in universities in the contemporary literature, and to identify the mechanisms of enhancing organizational flexibility in the light of digital leadership among academic leaders, and to monitor the reality of the practice of digital leadership to enhance organizational flexibility among academic leaders at Aswan University, In addition to developing a proposed vision to enhance organizational flexibility in light of the digital leadership approach for academic leaders at Aswan University. The research used the descriptive approach, and included four sections as follows: The first section: the general framework of the research, the second section: the theoretical framework for both digital leadership and organizational flexibility, the third section: the field study procedures, and the fourth section: research results and the proposed vision for enhancing organizational flexibility in light of the approach of digital leadership Academic leaders at Aswan University. Among the most important findings of the research are the following: Spreading a culture of digital learning among academic leaders at Aswan University was moderate, and this result may be due to the fact that digital leaders suffer from the complexity of administrative procedures, and the overlap of decision-making responsibilities necessary for transformation, and the achievement of digital citizenship among leaders. The Academy at Aswan University came to an average degree, due to the lack of the required technical support at the university; To ensure the continuous implementation of the digital transformation process and digital management, In addition, the general level of practicing organizational flexibility among academic leaders at Aswan University was average; Which shows that organizational flexibility within the university needs to be strengthened and strengthened, and digital leadership was a good predictor of organizational flexibility, due to the use of modern technological methods in administrative work, which facilitate the workflow in an atmosphere of organizational flexibility. [ABSTRACT FROM AUTHOR]

Prior to the global health crisis, Taytay, Rizal, Philippines is vulnerable to the different natural disasters and calamities. With this, the researchers see the value of investigating disaster risk reduction management being practiced by the local government unit through the lens of academic leaders. With this, a descriptive research design was implored to gather and substantiate the organizational effectiveness with the research niche. The 100 respondents were selected through purposive and snow-ball sampling who academic leaders from the various educational institutions within the municipality of Taytay, Rizal, Philippines. Based on the findings, it shows that the local government unit of Taytay, Rizal has manifested an effective organizational approach in the implementation of the disaster risk reduction management as perceived by the academic leaders. Afterward, the researchers draft an action plan to further strengthen the disaster risk reduction management plan of the local government unit. [ABSTRACT FROM AUTHOR]

In a university system, the key to identifying and rewarding excellence is through academic promotion to professorship. However, research on the characteristics of professors as excellent academic leaders and how they enact leadership activities is very limited. The main issues include unclear definition of excellent professors and in-depth research on the notion and concept of academic leadership. Thus, this study aims to explore the elements of excellence among senior professors in the Malaysian public universities by identifying the strengths and weaknesses of their leadership contributions. Based on a qualitative study and using a document analysis approach on curriculum vitae, ten senior professors holding VK 5 post (Grade A) were selected as respondents using purposive sampling method. They represented the four types of public universities namely research, comprehensive, technical and focused. The findings revealed that in general, the senior professors' excellent contribution is unbalanced and skewed towards elements related to teaching, research and management. The senior professors reported less contribution involving professional development and public intellectual activities. The findings also showed that they contributed excessively to activities within their own university ecosystem, but less on activities outside their university, and at the regional and international levels. The findings point to several implications for academic leadership theories, policy development, and the status and relevance of the academic profession in Malaysia. [ABSTRACT FROM AUTHOR]