Digital Academic Leadership in the context of AI in higher education
World Educational Research Association (WERA) ANPED Focal Meeting, Joao Pessoa, Brezilya, 26 - 30 Ekim 2026, ss.1, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Joao Pessoa
- Basıldığı Ülke: Brezilya
- Sayfa Sayıları: ss.1
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
The rapid integration of digital technologies in higher education has transformed the landscape of academic leadership (Jameson et al., 2022; Benavides et al., 2020). Without exception, higher education leaders are affected by these transformations and shifts, and must address pressing challenges such as investing in a highly trained workforce, maintaining staff motivation, and evolving beyond traditional leadership approaches (Zhu & Zayim-Kurtay, 2018). As fostering digital leadership among academic leaders is vital and offers meaningful benefits to institutions (Antonopoulou et al., 2019),a requirement for new competencies (El Sawy et al., 2016), strategies, and frameworks (Cheng et al., 2024), to navigate an increasingly complex digital context is becoming essential for effective digital academic leadership and the successful adaptation of higher education institutions to ongoing technological advancements. This symposium, titled Digital Academic Leadership in the Context of Artificial Intelligence (AI) in Higher Education, brings together four research papers that explore various dimensions of digital academic leadership (DAL), offering theoretical insights, empirical evidence, and practical strategies for higher education institutions. The first paper, Competences for Digital Academic Leadership in Higher Education: A Review Study, presented by Dr. Zhao Cheng, delves into the core competencies required for effective digital academic leadership. Utilizing a systematic review based on PRISMA methodology, this study synthesizes findings from 39 high-indexed journal articles published between 2003 and 2023. It identifies five key competencies for DAL: collaborative competence, digital competence, innovation-driven leadership, proficient communication skills, and empowering leadership. Additionally, it outlines essential strategies for enhancing DAL, including DAL policy, process and procedures, leadership model and leadership behaviours, and DAL development. The study underscores the need for robust leadership frameworks to guide digital transformation in higher education. The second paper, Advocating for the Adoption of Digital Leadership to Stimulate Staff Attendance and Performance: The Case of a Growing University, presented by Prof. dr. Pius Coxwell Achanga, investigates the impact of digital leadership on staff performance and attendance in emerging universities. Traditional attendance monitoring methods often fail to yield realistic assessments of staff contributions. This study highlights how digital leadership can provide alternative, more effective mechanisms for performance tracking and motivation. By fostering a digitally engaged academic culture, institutions can enhance staff commitment and, consequently, improve educational quality. The third paper, Academic Leadership for AI Integration: Multiple Cases from Five Countries, presented by Prof. dr. Yasar Kondakci focuses on the role of academic leadership for AI integration. Although technology has always been a force for change in Higher Education Institutions (HEIs), recent developments in AI technologies signal a new era for technology integration in higher education. Academics are being urged to adapt these technologies into their research and teaching. However, how higher education institutions conceptualize, understand, and subsequently manage these developments will largely determine whether AI becomes an advantage or a disadvantage for HEIs. Academic leadership is crucial for effectively adapting to AI in research and teaching. This study examines academic leadership and governance related to AI integration in five different HEIs located in Belgium, China, Poland, Portugal, and Türkiye. Initial results indicate that the characteristics of larger higher education systems (centralized vs. decentralized) and the academic culture of the HEI influence the strategies for AI integration and the type of academic leadership necessary to incorporate AI into teaching and research. The fourth paper, AI-Driven Student Engagement: The Strategic Role of Academic Leadership, presented by Prof. dr. Melita Kovacevic, explores how AI technologies can enhance student engagement through the strategic role of academic leadership. The study examines AI’s potential in tailoring learning experiences, increasing student motivation, and fostering participation. It also addresses critical leadership responsibilities, including resource allocation, policy development, and faculty support, in the successful integration of AI tools in education. The research provides a roadmap for how academic leaders can drive AI implementation to create more responsive and student-centered learning environments. Together, these papers present a comprehensive overview of digital academic leadership, emphasizing its significance in navigating the digital and AI-driven transformation of higher education. The symposium aims to foster discussions on best practices, challenges, and future directions in digital academic leadership, equipping higher education leaders with the necessary insights to lead effectively in an evolving digital landscape. References Antonopoulou, H., Halkiopoulos, C., Barlou, O., & Beligiannis, G. N. (2019). Transition from educational leadership to e-leadership: A data analysis report from TEI of western Greece. International Journal of Learning, Teaching and Educational Research, 18(9), 238–255. https://doi.org/10.26803/ijlter.18.9.13 Benavides, L. M. C., Tamayo Arias, J. A., Arango Serna, M. D., Branch Bedoya, J. W., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3291. Cheng, Z., Dinh, N. B. K., Caliskan, A., & Zhu, C. (2024). A systematic review of digital academic leadership in higher education. International Journal of Higher Education, 13(4), 38. https://doi.org/10.5430/ijhe.v13n4p38 El Sawy, O. A., Kræmmergaard, P., Amsinck, H., & Vinther, A. L. (2016). How Lego built the foundations and enterprise capabilities for digital leadership. MIS Quarterly Executive, 15(2), 141–166. Jameson, J., Rumyantseva, N., Cai, M., Markowski, M., Essex, R., & McNay, I. (2022). A systematic review and framework for digital leadership research maturity in higher education. Computers and Education Open, 3, 100115. Karakose, T., Kocabas, I., Yirci, R., Papadakis, S., Ozdemir, T. Y., & Demirkol, M. (2022). The development and evolution of digital leadership: A bibliometric mapping approach-based study. Sustainability, 14(23). https://doi.org/10.3390/su142316171 Zhu, C., & Zayim-Kurtay, M. (2018). 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