International Journal of Educational Management and Development Studies

Volume 5 Issue 2 June 2024

DOI: https://doi.org/10.53378/353054

Transforming educational leadership in

higher education with innovative
administrative strategies
1
Kofi Nkonkonya Mpuangnan & 2Zukiswa Roboji

Abstract
In developing nations particularly in Africa, innovative administrative strategies are essential for
educational leaders to navigate inherent challenges in education. This study aims to explore how
educational leaders in higher education can be equipped with innovative administrative strategies to
cause a positive change in education delivery. A systematic literature review was conducted to
achieve this aim, drawing on the transformational leadership model as its theoretical underpinning.
The search encompassed scholarly publications from major repositories like Scopus, Web of Science,
and International Bibliography of the Social Sciences and Textbooks from 1967 to 2023. The search
process went a series of exclusive and inclusive processes and yielded 43 research articles. The
synthesized findings were analyzed using a thematic approach. The findings indicate that
transformational leadership has the potential to incorporate innovation into higher educational
administrative practices. It was also found that innovative administrative practices in higher
education can be achieved through staff motivation, technology integration, adoption of agile
methodologies, collaborative research, interdisciplinary collaboration, seminars, workshops, and
positive organizational culture. Based on the findings, professional development programs for
managers and administrators in higher education were highly recommended. These programs would
help enhance the knowledge and skills of employees in educational administration.
Keywords: education, employable skills, leadership development, staff development, systematic
literature review, transformational leadership model

Article History:
Received: January 29, 2024 Revised: March 6, 2024
Accepted: March 8, 2024 Published online: May 1, 2024

Suggested Citation:
Mpuangnan, K.N. & Roboji, Z. (2024). Transforming educational leadership in higher education with
innovative administrative strategies. International Journal of Educational Management and Development
Studies, 5 (2), 27-56. https://doi.org/10.53378/353054

About the authors:

1
Corresponding author. Department of Curriculum and Instructional Studies. University of Zululand,
South Africa. Email: nkonkonya@gmail.com
2
Walter Sisulu University, South Africa. Email: zukiswaroboji@gmail.com

© The author (s). Published by Institute of Industry and Academic Research Incorporated.
This is an open-access article published under the Creative Commons Attribution (CC BY 4.0) license,
which grants anyone to reproduce, redistribute and transform, commercially or non-commercially, with
proper attribution. Read full license details here: https://creativecommons.org/licenses/by/4.0/.
28 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

1. Introduction

Educational leadership's role in higher education is crucial for its growth and
development. Educational leaders must follow administrative practices to improve staff quality
and achieve institutional excellence (Nguyen et al., 2021). Acknowledging the pivotal role of
education in addressing societal issues, it is crucial for educational leadership across the
African continent to take proactive measures. This involves ensuring broad access, elevating
the quality of schools, and aligning educational curricula with the dynamic needs of the swiftly
evolving global economy. It is evident that numerous developing nations are faced with
prevalent economic challenges encompassing issues such as poverty, unemployment, and
deficient infrastructure (World Bank, 2023). Redemption of fate among citizens of such nations
lies in transformational leadership, particularly in education, where young people acquire
knowledge and skills. This level of education must equip young people to tackle new
challenges and be able to shift the contours of educational paradigms to align with societal
needs (Fullan, 2021; Gronn, 2020). Tackling these educational challenges requires effective
leadership. This is a fundamental step towards fostering sustainable development and
empowering the citizens of any developing country for a more promising and enlightened
future.
The increasing focus on innovative leadership in education is key for aligning with
societal needs. This is because preparing students for the future demands a departure from the
conventional, one-size-fits-all approach (Mieghem et al., 2022; Pentang et al., 2022). It
necessitates transformational leaders who can steer educational institutions towards strategies
that nurture critical thinking, creativity, and comprehensive development of skills in students
(Meyers et al., 2023). In this light, analyzing the outcomes and advantages of adopting
innovative strategies in higher education is crucial. Doing so can address gaps in institutional
performance and contribute to improved student success. This approach enables educational
institutions to adeptly respond to the rapidly changing global environment and empower
students with skills for achieving success. Educational leaders must also respond to changes
and adopt strategies that prioritize student-centred learning (Noriey, 2023), and foster
creativity, critical thinking, collaboration, and problem-solving skills.
The modern student population particularly in developing countries is characterized by
diverse learning needs, interests, and abilities, necessitating personalized and engaging
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learning experiences (Chizhik & Chizhik, 2018). However, there is evidence that many
educational institutions in the African continent are faced with limited resources (UNESCO,
2021), be it financial, technological, or infrastructural. Innovative administrative strategies are
essential for leaders to optimize these scarce resources. For example, leveraging digital
platforms can alleviate shortages in physical learning materials, while forging strategic
partnerships with businesses or non-profits can reinforce the need for more infrastructure. This
can facilitate the adoption of modern teaching methods emphasizing critical thinking, problem-
solving, digital literacy, and entrepreneurship. In this way, the students will be better prepared
to confront global challenges and compete internationally. Addressing these needs requires
educational leaders who can take innovative approaches (Pentang et al., 2022; Vassallo, 2022).
Such leaders must be able to work actively towards narrowing achievement gaps, reducing
disparities in educational outcomes, and ensuring equal opportunities for all students to thrive.
This calls for a managerial role that involves identifying and addressing systemic barriers
implementing evidence-based strategies and collaborating with stakeholders from various
backgrounds (Devanadera & Ching, 2023). While existing literature recognizes the
significance of collaboration and interdisciplinary approaches in education, empirical studies
investigating the leadership practices, initiatives, and challenges involved in fostering
collaboration across diverse stakeholders are lacking. Therefore, this study would address the
following research questions.

1. How can educational leaders foster a culture of innovation and creativity in higher
education?
2. How relevant are collaboration and interdisciplinary approaches to higher educational
administrative practices?

2. Literature review

2.1. Theoretical framework

Transformational leadership model (TLM) emphasizes inspiring and motivating

individuals to unlock their full potential and enhance their skills (Bass, 1985). Within the field
of education, Kwan (2020) found that transformation leadership has proven to be highly
effective in improving student outcomes, teacher satisfaction, and overall school culture. A
study by Leithwood, et al. (1999) discovered that schools led by transformational leaders
30 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

consistently outperformed those led by leaders who did not embody this style. Moreover,
Hallinger and Heck (1996) conducted another study revealing a positive correlation between
transformational leadership and teacher job satisfaction, and their commitment to the school.
According to Bass (1985), the transformational leadership model encompasses four key
components, which are:

i. Idealized influence. This concerns the leader’s ability to embody a role model for
their followers, earning them trust and respect.
ii. Inspirational motivation. This centres around the leader’s skill to artfully convey a
captivating and motivating vision, thereby igniting enthusiasm and drive among their
followers to strive for its actualization actively and enthusiastically.
iii. Intellectual stimulation. The leader’s ability to inspire followers to embrace
innovative and critical thinking, thereby fostering an environment of growth and
development.
iv. Individualized consideration. This involves emphasizing the leader’s capacity to
grasp and effectively respond to the distinct requirements of every individual
follower. This entails cultivating an environment that is both encouraging and
growth-oriented.

In this study, TLM is pivotal in the literature review aiding in addressing research
questions. The area of higher education is marked by the necessity for innovation and
adaptability. As such, this model provides valuable insights into the methods through which
leaders can propel constructive transformation, cultivate an environment conducive to
innovation, and effectively navigate administrative hurdles. Therefore, the study has explored
the literature surrounding the transformation of educational leadership in higher education.
This model has offered a perspective that allows for an in-depth examination of leaders' roles
in instigating and executing change activities.

2.2. Shaping the quality and outcomes of educational institutions through leadership

The significance of effective leadership in educational settings cannot be overstated, as

it plays a crucial role in establishing a positive school culture, fostering academic excellence,
and facilitating student success (Fullan, 2014; Hallinger & Heck, 2010). One prominent
leadership style that has been widely acknowledged for its impact on educational institutions
is transformational leadership. This approach, characterized by visionary and inspirational
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leadership, has demonstrated its ability to enhance the quality of schools (Bass & Riggio,
2006). Transformational leaders motivate and empower their followers, cultivating a shared
vision and creating an environment of trust, innovation, and continuous improvement
(Leithwood & Jantzi, 2005). Extensive research has indicated a positive relationship between
transformational leadership and various educational outcomes, including student achievement,
teacher satisfaction, and overall school performance (Robinson et al., 2008). Another
leadership approach gaining recognition in educational research is distributed leadership. This
model emphasizes shared responsibility and collaborative decision-making among leaders,
teachers, and stakeholders (Harris, 2008). By promoting distributed expertise, professional
learning communities, and collective efficacy, distributed leadership contributes to improved
educational outcomes (Spillane et al., 2004). Effective school leaders employ a range of
practices and strategies to shape the quality and results of educational institutions. One such
approach is instructional leadership, which focuses on supporting and enhancing teaching and
learning processes, ultimately leading to improved student achievement (Hallinger & Heck,
2010). Instructional leaders provide valuable feedback, facilitate professional development
opportunities, and offer necessary resources to enhance instructional practices among teachers
(Seashore et al., 2010). In practice, distributed leadership entails the dispersion of expertise
and authority throughout the organization, encouraging active participation and input from
teachers, administrators, and other members of the school community. This approach nurtures
professional learning communities, where educators collaborate to exchange knowledge,
explore best practices, and collectively address challenges.
School leaders who prioritize the establishment of a safe, inclusive, and supportive
environment play a crucial role in enhancing student engagement, minimizing disciplinary
issues, and elevating academic performance (Hoy & Tarter, 2011). By cultivating strong
relationships with students, parents, and staff members, they positively impact student well-
being and achievement (Leithwood et al., 2004). Research consistently emphasizes the
profound influence of leadership on student success and overall school performance. Effective
leadership practices, such as setting high expectations, monitoring student progress, and
providing timely feedback, yield positive outcomes in terms of student learning (Leithwood et
al., 2006). Strong instructional leadership and a commitment to continuous improvement
significantly increase student achievement (Hallinger & Murphy, 1985). Furthermore, studies
have consistently demonstrated a correlation between effective leadership and improved
32 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

school performance indicators, including graduation rates, attendance, and standardized test
scores (Louis et al., 2010; Robinson et al., 2008). Leaders who foster a positive school climate,
establish a clear vision and implement data-driven decision-making processes actively
contribute to overall school enhancement and success (Fullan, 2005).

The literatures outline research gaps in educational leadership, including the interaction
between leadership styles, implementation challenges, contextual factors' influence, long-term
impact assessment, and measurement methods. Hence, it highlights the need for in-depth
exploration of how different leadership approaches interact, challenges leaders face in practice,
contextual factors' role, long-term effects, and robust measurement methods to evaluate
leadership effectiveness. Addressing these gaps could enhance understanding and inform
evidence-based practices for improving student success and school performance.

2.3. Innovative approaches to administrative practices

Recently, there has been a surge of interest in reimagining administrative practices to

optimize efficiency, productivity, and overall organizational performance (Farrell, 2018;
Bason, 2017). One key aspect of this transformation revolves around integrating technology
(Hesselink & Schalk, 2007). By leveraging cutting-edge technologies like artificial intelligence
(AI), machine learning, and robotic process automation (RPA), traditional administrative tasks
have undergone a significant evolution (Bhatti, 2020). For instance, implementing AI-powered
Chatbots has revolutionized customer service interactions, resulting to reduced response times
and heightened customer satisfaction. Additionally, RPA has played a pivotal role in
automating repetitive administrative tasks, leading to substantial savings in time and costs
(Siau et al., 2021). Moreover, the adoption of agile methodologies, has captured the attention
of administrative practices. Agile administrative practices embrace iterative and adaptable
approaches to problem-solving and decision-making (Cohn, 2017). This methodology fosters
collaboration, flexibility, and swift responses to dynamic circumstances. Research indicates
that embracing the agile approach enhances organizational responsiveness and fuels
innovation, ultimately yielding improved administrative outcomes (Baral et al., 2019).
Modern approaches to administration place a growing emphasis on the human aspect
within organizations (Peterson et al., 2020). These human-centric approaches prioritize the
well-being, engagement, and empowerment of employees, recognizing their significant
influence on overall organizational performance. One way this is achieved is by implementing
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innovative administrative practices such as flexible work arrangements and employee wellness
programs (Mpuangnan et al., 2022). Research has shown that such initiatives enhance job
satisfaction and reduce employee turnover rates (Khanyile & Mpuangnan, 2023). Additionally,
fostering a culture of innovation and creativity among employees has proven beneficial for
problem-solving and decision-making in administrative functions (Collins et al., 2022).
Furthermore, the availability of vast amounts of data and advancements in data analytics have
revolutionized administrative practices, enabling evidence-based decision-making (Ma et al.,
2018). By leveraging data-driven insights, organizations can make informed decisions,
optimize resource allocation, and identify areas for improvement (Chan et al., 2021). For
instance, predictive analytics can be employed to forecast demand and optimize inventory
management, resulting in cost savings and improved customer service. The integration of data
analytics into administrative practices has the potential to enhance efficiency, effectiveness,
and overall organizational performance.

Literature highlights gaps in optimizing administrative practices for organizational

performance. While interest in leveraging technologies like AI and RPA for administrative
tasks is high, research on implementation challenges and long-term impact is lacking.
Similarly, while agile methodologies gain traction, empirical studies on their effectiveness and
scalability are scarce. Human-centric approaches, including employee well-being initiatives,
lack comprehensive research on outcomes and sustainability. Furthermore, data analytics'
potential in informing decision-making requires more exploration for effective resource
allocation. Addressing these gaps could provide valuable insights for organizations aiming to
enhance administrative efficiency and overall performance.

2.4. Revitalizing educational leadership through innovative administrative practices

To effectively address the evolving needs of students and equip them for a rapidly
changing world, it is crucial to reimagine educational leadership and embrace innovative
administrative practices. Central to this transformation is adopting of transformational
leadership (Leithwood et al., 1999). Transformational leaders can inspire and motivate
followers by conveying a compelling vision and empowering them to unlock their full potential
(Bass & Riggio, 2006). This leadership style has been proven to positively impact student
achievement and foster a positive school culture (Leithwood et al., 2008). By fostering
34 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

innovation, creativity, and collaboration, transformational leaders drive meaningful change

within educational institutions.
Another vital aspect of revitalizing educational leadership is the implementation of
distributed leadership practices (Alma, 2002). Distributed leadership involves sharing
responsibilities among various individuals, including administrators, teachers, and
stakeholders (Harris, 2014). This collaborative approach encourages shared decision-making,
collaboration, and the utilization of diverse expertise. Research indicates that distributed
leadership enhances instructional practices, improves student outcomes, and cultivates a
culture of continuous improvement (Harris et al., 2013). In addition, embracing innovative
administrative practices necessitates the effective integration of technology in educational
leadership (Scherer & Teasley, 2017). Technology offers opportunities to enhance
administrative efficiency, promote data-informed decision-making, and support personalized
student learning experiences. By leveraging technology effectively, educational leaders can
optimize their administrative processes and empower educators to implement innovative
teaching strategies.
Integrating technology in educational settings offers numerous benefits for
administrative processes, decision-making, and student learning experiences (Halverson et al.,
2015). By harnessing technological tools and platforms, educational leaders can effectively
connect with stakeholders, foster transparency, and cultivate an atmosphere of innovation. To
revitalize educational leadership, it is crucial to establish a culture that embraces innovation
within educational institutions (Fullan, 2021). This involves promoting practices encouraging
risk-taking, supporting experimentation, and prioritizing continuous learning (Robinson et al.,
2009). Educational leaders play a vital role in cultivating a culture of innovation by providing
professional development opportunities, allocating resources for research and development,
and acknowledging and appreciating innovative approaches (Anderson & Dexter, 2005). A
culture that values innovation nurtures creativity, adaptability, and resilience, which are vital
qualities for educational leaders operating within a dynamically evolving educational
landscape.

3. Methods
The study was carried out through a systematic literature review (SLR), which involves
synthesizing ideas from a wide array of sources to form a coherent and comprehensive
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argument (Dickins & Weber-Buchholz, 2022). Employing this approach, the researcher
gathered information from various outlets, including academic journals, conference
proceedings, reports found within Scopus, Web of Science (WoS), and the International
Bibliography of the Social Sciences (IBSS). The search was focused on specific themes such
as innovative administrative practices, the roles of educational leaders, and interdisciplinary
approaches to administrative practices. The search process adhered to the five-step framework
outlined by Denyer and Tranfield (2009), which is detailed further in Figure 1.

Figure 1

Five steps of Systematic Literature Review

• Question formulation
Step 1 • Develop focus
• Locating studies
Step 2 • Search for relevant studies
• Study selection and evaluation
Step 3 • Include and exclude articles using selection criteria
• Analysis and synthesis
Step 4 • Analyse and synthesise the selected articles
• Reporting and using the results
Step 5 • Summary of all studies

Source: Adapted from Denyer and Tranfield (2009)

Step 1: Question formulation. The initial step involves delineating the scope and
establishing a lucid focal point for the investigation (Han & Dong, 2020; Denyer & Tranfield,
2009). The study’s objective was to employ pertinent literature (spanning from 1959 to 2023).
Comparing older literature with contemporary studies enables researchers to discern changes,
advancements, or enduring themes within the field. The studies addressed the subsequent
research questions:
36 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

1. How can educational leaders foster a culture of innovation and creativity among
teachers and staff to revitalize administrative practices in the education setting?
2. How can educational leaders promote collaboration and interdisciplinary approaches
among stakeholders, such as teachers, parents, and community members, to drive
innovation in administrative practices?

Step 2: Locating studies. The second phase of the model involves systematically
identifying, evaluating, and compiling the primary contributions relevant to the research
questions (Han & Dong, 2020; Denyer & Tranfield, 2009). This investigation scoured
prominent online scholarly databases such as Scopus, WoS, and IBSS to ensure impartiality
and encompass a comprehensive spectrum of sources and data. These databases were chosen
due to their accessibility within educational institutions and utilization in analogous
investigations. The exploration was driven by thematic criteria encompassing innovative
administrative practices, the roles of educational leaders, and the interdisciplinary approaches
to administrative practices. Additionally, a proactive approach was adopted, examining
supplementary sources generated from citations within the chosen studies. It is pertinent to
note that no supplementary pertinent studies were unearthed during this exploration process.

Step 3: Study selection and evaluation. The study employed a rigorous and transparent
process for selecting relevant articles from various repositories, maintaining clarity throughout
its various phases. A total of 217 articles were initially sourced from abstracts of Scopus, WoS
and IBSS as well as textbooks. The articles were taken through inclusive and exclusive criterial
in various stages. Within Scopus, a total of 18 articles and books were included, indicating a
substantial contribution to the repository's database. WoS follows closely behind with 10
articles deemed suitable for inclusion, suggesting a slightly narrower selection compared to
Scopus. IBSS included 7 articles, reflecting a focused yet significant addition to its collection.
Additionally, 8 books were included, indicating a recognition of the value of book publications
alongside scholarly articles. In total, 43 articles and textbooks were selected from these
repositories and included in this study.
The process of selecting the articles goes both exclusive and inclusive phases. In
Scopus, a notable number of articles initially encountered rejection, primarily due to
duplication, totaling 32 instances. Despite these initial exclusions, 26 articles are subsequently
deemed unfit upon further review, highlighting Scopus's dedication to upholding rigorous
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 37

quality standards. Additionally, 11 items face a second rejection, signifying ongoing efforts to
refine and enhance the database's content. Consequently, Scopus boasts a substantial
collection, comprising a total of 87 articles. Similarly, a comparable trend emerges in the data
pertaining to WoS. Here, 40 articles are initially rejected, reflecting the repository's careful
screening process. Of these, 23 undergo further evaluation and are consequently excluded,
alongside 7 items facing a second rejection. These figures underlines WoS's commitment to
maintaining the integrity and uniqueness of its database. Ultimately, WoS encompasses 80
articles and books within its repository.
In contrast, IBSS demonstrates a relatively lower frequency of initial rejections, with
13 instances. Despite this, 8 items are excluded upon subsequent scrutiny, highlighting IBSS's
dedication to quality assurance. Moreover, only 4 items face a second rejection, indicative of
a stringent selection process. IBSS hosts a total of 32 articles, reflecting its commitment to
maintaining a high standard of scholarly literature. Furthermore, the analysis extends to the
realm of book publications, where rejection rates are comparatively lower than those for
articles. For instance, only 3 books are initially rejected, with 5 undergoing a second rejection.
Similar trends are observed in both WoS and IBSS, where rejection rates for books remain
relatively minimal. Overall, books contribute to a total of 18 items across all repositories,
further enriching the scholarly landscape within these platforms. The entire process of article
selection is visually represented in Table 1, offering a comprehensive overview of the
systematic approach employed in this study. Ultimately, the findings were presented as per the
emerging themes.

Table 1

Inclusive and exclusive criteria for selection of articles and textbooks

Articles Articles & Textbooks Excluded
Repository & First Rejection Second Rejection Duplicated Total
Textbooks Articles &
Included Textbooks
Scopus 18 32 26 11 87
WoS 10 40 23 7 80
IBSS 7 13 8 4 32
Books 8 3 5 2 18
Total 43 88 62 24 217
38 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

4. Findings and Discussions

The study’s results were organized into three main thematic areas, with each major
theme explored in detail. The major themes encompassed cultivating innovative administrative
practices in education through transformational leadership, promoting collaboration in
education through educational leadership and interdisciplinary approaches to educational
administration. Within each major theme, various sub-themes surfaced as shown in Figure 2,
and were elaborated upon in paragraph format. The subsequent presentation provides a
comprehensive breakdown of the study’s findings, offering insights into the aspects of each
thematic area and its corresponding sub-themes.

Figure 2

Thematic presentation of the data

4.1. Cultivating innovative administrative practices in education through

transformational leadership

The synthesis of studies under this sub-theme has highlighted the profound impact of
staff motivation on organizational creativity and performance. When organizations foster
intrinsic motivation among employees, they empower them to take ownership of their
responsibilities, leading to enhanced effectiveness. Staff motivation, as evidenced by Inam et
al. (2021) and Saeid et al. (2022), fosters individual creativity and contributes to achieving
institutional goals. Moreover, the role of transformational leadership, as revealed by Park et al.
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 39

(2022) and Avolio and Bass (2001), is paramount in creating a culture of trust, collaboration,
and innovation. Through providing support, and essential resources, and enabling professional
growth, transformational leaders empower employees to excel, leading to enhanced job
performance and organizational commitment. Therefore, higher education seeking to thrive in
today's dynamic and competitive environment must prioritize cultivating staff motivation and
embracing transformational leadership practices to drive innovation, creativity, and ultimately,
organizational success.
Incorporating technology into teaching and learning processes in higher education
holds substantial significance for institutional development. However, it requires a strategic
and transformative approach driven by effective leadership to foster a culture of innovation
and creativity among staff members. Such leadership must value innovative approaches and
create an environment conducive to technology integration. This approach, as advocated by
scholars like Chaker and Jarraya (2021), is crucial for enhancing educational experiences and
outcomes for students. Moreover, Lai and Bower (2019) underline the importance of resource
accessibility in driving educators' practices concerning technology integration. Therefore, by
embracing transformational leadership principles and prioritizing the cultivation of a culture
of innovation, higher education institutions can effectively leverage technology to enhance
teaching and learning experiences, ultimately contributing to improved educational outcomes.
Another powerful approach to nurturing innovation in higher education lies in the
adoption of agile methodologies. It can be established that agile methodologies possess
significant potential to foster a culture of innovation when transposed into the education
domain. Sawyer (2007) affirms that these methodologies emphasize collaboration and
teamwork, engendering an ecosystem wherein educators and staff collaborate on ventures,
exchange thoughts, and draw insights from each other’s journeys. By embracing this approach,
teachers and staff gain a sense of autonomy, enabling them to exercise the decision-making
process and assume ownership of their endeavours. Also, it can be learned from the data that
agile methodologies underline self-organization, furnishing individuals with the authority to
make decisions collectively, thereby kindling the flames of creativity and innovation. This
metamorphoses into an iterative process, enabling educators to flexibly adapt to evolving needs
while nurturing an environment steeped in innovation (Nerur et al., 2005). Furthermore, the
acquisition of innovative skills by staff members equips them with the confidence to embrace
risk-taking and to experiment with novel concepts. Consequently, setbacks are regarded not as
40 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

setbacks but rather as invaluable prospects for growth and enhancement, echoing the sentiment
expounded by Boelens et al. (2017). Thus, by embracing agile methodologies, higher education
institutions can foster a culture of innovation, collaboration, and continuous improvement,
ultimately enhancing the educational experience for all stakeholders.
The strategic management of human resources under transformational leadership has
been recognized as a critical determinant of organizational success. The findings serve to
testify that organizations led by transformative leaders possess the capability to effectively
assess, train, and strategically allocate human resources to achieve specific objectives. This
alignment ensures that human resources are strategically deployed to maximize their
contribution towards achieving organizational goals. According to Boon et al. (2019), strategic
human resource management involves comprehending the external factors influencing the
organization, recognizing its internal capabilities and limitations, and ensuring that HR
strategies are aligned to propel the organization towards its goals effectively. In essence, this
approach involves the deliberate and planned management of human resources and manpower
to achieve organizational goals and gain a competitive advantage. Noe and Winkler (2012)
support that developing manpower effectively requires regular in-service training. This can
provide employees with opportunities to acquire fresh knowledge, hone existing skills, and
stay attuned to industry dynamics and best practices (Blanchard & Thacker, 2013). The training
can focus on enriching diverse domains, including technical competencies, leadership
enhancement, communication finesse, customer service excellence, problem-solving acumen,
and more. In this light, Meyers et al. (2023) establish that in-service training nurtures a culture
of perpetual learning within the organizational fabric, empowering employees to remain
current with industry regulations, trends, and optimal methodologies.
Seminars and workshops serve as crucial catalysts in fostering innovation and creativity
among educators and staff members in higher education institutions. Rust (1998) posits that
these platforms have the potential to induce tangible shifts in the practical application of
organizational strategies. Specifically, within higher education, participation in seminars and
workshops enables teachers to stay updated on emerging pedagogical techniques, innovative
strategies, and resourceful problem-solving methodologies. Engaging in such events exposes
educators and staff members to novel concepts and alternative approaches, stimulating
inventive thinking and encouraging experimentation with new teaching paradigms. These
forums provide dedicated time and space for reflection, prompting participants to critically
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assess their current instructional methods and educational strategies. Consequently,

collaborative activities like group discussions, analysis of real-world cases, and hands-on
exercises become avenues for educators to scrutinize their practices, identify areas for
improvement, and devise innovative solutions. This iterative process of reflective practice
cultivates a culture of continuous improvement and empowers educators to explore innovative
pedagogical techniques with confidence.
Innovative administrative practices can be enhanced through a positive organizational
culture. According to Potnuru et al. (2019), cultivating a positive organizational culture is
closely intertwined with prioritizing employee well-being and job satisfaction. Luthans and
Peterson (2019) agree that job satisfaction, a crucial component of employee well-being, stems
from the underlying motivations driving employees’ actions. Job satisfaction can manifest in
various forms, such as monetary rewards, promotions, recognition, approval, or the sense of
fulfilment derived from performing well (Mankoe, 2007). To effectively support and motivate
employees, it takes a transformative leader to establish a reasonable reward system that
acknowledges the work quality of the followers (Ya-Ting & Huang, 2021). This system must
be designed objectively to ensure equitable treatment and employee satisfaction. According to
Herzberg (1959), rewards can be either intrinsic or extrinsic, including factors like pay and
benefits. In an educational institution, extrinsic rewards may involve additional compensation
or incentives for employees who work overtime, while intrinsic rewards encompass the internal
gratification derived from engagement and meaningful contributions. To ensure transparency
and fairness, the administrator needs to develop a comprehensive motivation policy that guides
establishing a reward system equitable to all employees. This policy should mitigate ambiguity
or bias, fostering an environment where employees feel valued and motivated to contribute
their best efforts. The details of the articles cited under this theme are presented in table 2.

Table 2
Articles about cultivating innovative administrative practices in education
Repository Author name and year of publication Number of Articles
Scopus Ian & Stephanie (2021), Inam et al., (2021), Saeid et al., (2022), Park 10
et al. (2022), Avolio & Bass (2001), Chaker & Jarraya (2021), Boon et
al. (2019), Rust (1998), Potnuru et al. (2019), Luthans & Peterson
(2019), Ya-Ting & Huang (2021),
WoS Nerur et al. (2005), Boelens et l. (2017), 2
IBSS Meyers et al. (2023) 1
Books Sawyer (2007), Noe & Winkler (2012), Blanchard & Thacker (2013), 5
Mankoe (2007), Herzberg (1959)
Total 18
42 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

4.2. Promoting collaboration in education through educational leadership

In higher education, effective leadership can promote a positive school climate. This
involves establishing an inclusive and collaborative work environment among staff members.
For instance, distributed leadership has emerged as a powerful approach that fosters
collaboration and interdisciplinary practices among diverse stakeholders (Harris, 2022), such
as teachers, administrators, students, parents, and community members. This form of inclusive
and school-positive climate holds immense potential for generating innovative solutions,
enhancing educational outcomes, and adopting a comprehensive and holistic approach to
education. A research study like Harris et al. (2018) has supported evidence that distributed
leadership positively impacts collaboration and interdisciplinary work among these
stakeholders. Their analysis identified various mechanisms through which distributed
leadership facilitates collaboration, including establishing professional learning communities,
cultivating shared goals and visions, and promoting a culture based on trust and shared
responsibility. Consequently, this form of leadership encourages the exchange of expertise and
the pooling of resources, thereby fostering increased collaboration among stakeholders from
different disciplines (Gronn, 2009). As a result, these stakeholders can leverage their diverse
perspectives and knowledge to address complex educational challenges and implement
innovative approaches effectively.
It can be learned that effective leadership in higher education promotes collaboration
among staff members through a participatory decision-making process. This assertion is
supported by Owen and Steinhoff's (1987) findings, which indicate that active involvement
within a group context fosters a stronger commitment to shared objectives and enhances
personal accountability. Also, the emphasis on collaboration in educational administration, as
highlighted in the argument, underlines the importance of openly sharing knowledge,
information, and personal experiences with staff to cultivate a culture of cooperation. The data
further advocate for a spectrum of staff involvement, ranging from basic suggestions to
comprehensive democratic models where employees have significant control over
management and decision-making. This approach can foster inclusivity and acknowledge the
value of diverse perspectives in achieving organizational goals. The importance of effective
communication and procedural transparency is also emphasized in the argument (Benjamin et
al., 2022), particularly in the context of facilitating productive staff meetings. Providing
advance notice, allowing staff to submit grievances and suggestions for the meeting agenda,
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 43

and ensuring that every participant has an opportunity to voice their opinions during
discussions are crucial components of fostering an environment conducive to collaboration and
mutual respect. It can be inferred that when staff members collaborate, decision-making
processes tend to rely on achieving majority consensus or agreement. This approach serves to
pre-emptively address and mitigate future potential conflicts and criticisms that may arise in
the institution.
It can be deduced from the literature that delegation of authority in higher education
has an impact on fostering collaboration and interdisciplinary approaches. Kameron et al.
(2021) agree that delegating routine tasks and responsibilities to educators and administrators
liberates their time and energy, allowing them to focus on critical educational aspects such as
curriculum design, student support, and strategic planning. This method stresses the
distribution of decision-making power among various stakeholders within educational
institutions, including administrators, teachers, and support staff. Daft and Marcic (2016)
contend that delegation cultivates shared responsibility and collaboration, which are essential
components of effective educational environments. The inclusion of diverse perspectives and
expertise through delegation is highlighted as a crucial aspect of collaborative efforts (Liu,
2021). This aligns with the principles of interdisciplinary approaches, where the integration of
various disciplines and perspectives enhances the understanding and resolution of complex
educational challenges (Clark & Wallace, 2015). Moreover, delegation allows for the
specialization of individuals or teams in specific aspects of education (Mbatha et al., 2006).
This specialization enables stakeholders to leverage their expertise, contributing to the
development and implementation of interdisciplinary initiatives. As stakeholders concentrate
on their areas of strength, they can make significant contributions to broader educational
objectives while fostering a culture of collaboration and mutual support.
The notion of tolerating diverse views within higher education underlines a
fundamental principle for promoting collaboration among workers. This approach emphasizes
the importance of allowing subordinates to have decision-making authority over areas directly
related to their responsibilities (Ming-Hong, 2017), recognizing that those closest to the
challenges are often best equipped to address them effectively. By decentralizing decision-
making to appropriate levels, organizations can streamline processes, enhance productivity,
and improve overall effectiveness. Mia et al. (2022) assert that decision-making authority in
higher education involves individuals who possess both the capacity and accountability to
44 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

make significant decisions that impact the institution and its stakeholders. This authority is
distributed among various tiers of governance, including institutional executives, faculty
members, administrative personnel, students, and external stakeholders, as noted by Sheng-Ju
et al. (2023). Each of these stakeholders assumes roles that align with the institution's
overarching objectives and strategic plans, ensuring that decisions are in harmony with the
institution's core mission and values. This collaborative approach to decision-making not only
fosters inclusivity but also promotes a shared sense of ownership and commitment to the
institution's success, ultimately contributing to its overall effectiveness and sustainability in
fulfilling its educational mission. Table 3 shows the details of articles used under this theme.

Table 3
Articles about promoting collaboration in education through educational leadership
Repository Author name and year of publication Number of Articles

Scopus Clark & Wallace (2015), Mia et al. (2022), Sheng-Ju et al. (2023) 3

WoS Owens & Steinhoff (1987), Benjamin et al. (2022), Liu (2021), 4
Mbatha et al. (2006)

IBSS Harris (2022), Kameron et al. (2021), Ming-Hong, 2017) 3

Books Harris et al. (2018), Gronn (2009), Daft & Marcic (2016) 3

Total 13

4.3. Interdisciplinary approaches to educational administration

Effective conflict management has the potential to foster an interdisciplinary approach

to educational management in higher education. Since conflict is inevitable, especially in
educational institutions with diverse backgrounds (Deem & Brehony, 1993), the effort to
manage it cannot be overlooked. Various stakeholders, including teachers, administrators,
parents, and policymakers must be actively engaged in addressing conflicts. This is because
conflict resolution in education is crucial for promoting collaboration and a positive
educational environment (Patel, 2023). Conflicts within educational settings can stem from
numerous sources, including competition for resources, conflicting goals, and frustration with
others' actions. To mitigate conflicts and promote collaboration, an interdisciplinary approach
is essential (Guilherme, 2015). An interdisciplinary approach must be employed to build trust,
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 45

enhance communication, foster innovation, resolve power dynamics, and promote continuous
improvement across disciplines. It can be deduced from the data that school leaders prioritizing
the establishment of safe, inclusive, and supportive environments can elevate academic
performance by minimizing disciplinary issues. Ndijuye (2022) concludes that by adopting
appropriate conflict management strategies, stakeholders can cultivate an inclusive,
collaborative, and effective educational environment conducive to interdisciplinary
approaches and positive educational outcomes.
The development of interdisciplinary courses or programs serves as another crucial
instrument for fostering interdisciplinary approaches in higher educational administration.
According to Liu et al. (2022), interdisciplinary courses can enhance understanding of complex
educational issues and facilitate a progressive educational methodology that transcends the
boundaries of single disciplines. Incorporating perspectives from various academic
backgrounds can equip individuals with a more comprehensive and holistic grasp of challenges
within the field of education. This pedagogical strategy supports Jæger (2021) and
acknowledges the multifaceted nature of real-world complexities, which often require a
multidimensional viewpoint for effective resolution. Lu (2022) holds a similar view on the
interdisciplinary approach as it prompts learners to move beyond narrow perspectives,
engaging with diverse ideas and viewpoints from different disciplines. Exposure to various
disciplines and their distinct methodologies expands intellectual horizons and nurtures critical
thinking skills as students learn to analyze and integrate information from diverse sources. For
example, in educational matters, integrating knowledge from psychology, sociology,
economics, and neuroscience can lead to a deeper understanding of how factors such as
classroom dynamics, social contexts, economic disparities, and cognitive processes intersect
to shape learning outcomes. This integrated approach enables students to uncover patterns and
interdependencies that may go unnoticed when studying each discipline in isolation. Therefore,
educational leaders in higher education need to encourage interdisciplinary activities to achieve
institutional excellence.
Maintaining discipline among workers is crucial for fostering interdisciplinary
collaboration in higher education. Discipline ensures adherence to the rules and regulations
that govern every institution (Oliveira et al., 2022). Weak discipline within an organization can
lead to a breakdown in moral fibre, subsequently impacting work ethics and effectiveness.
Ditommaso (2017) argues that discipline is a hallmark of fostering effective teamwork,
46 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

communication, and the integration of diverse perspectives. When educators, administrators,

policymakers, and other stakeholders embrace a disciplined approach, they establish a strong
foundation for collaboration, ensuring that everyone is working towards a shared purpose. This
shared vision serves as a unifying force to encourage interdisciplinary collaboration (Stohlman
et al., 2022). For instance, without discipline, it will be difficult to carry out interdisciplinary
projects where input and contributions are required from multiple stakeholders. Gilson et al.
(2015) assert that discipline is key to ensuring that each stakeholder’s time and expertise are
utilized efficiently to accomplish a goal. This, in turn, facilitates the smooth collaboration flow
and reduces delays. Therefore, leadership in higher education must acknowledge the
importance of discipline in attaining a shared objective.
Collaborative research activities promote interdisciplinary administrative processes in
higher education. Collaborative research brings together experts from diverse fields to solve
complex problems and transform educational administrative challenges. Evis (2022) concurs
that fostering interdisciplinary research within the field of education offers a gateway to a
wealth of viewpoints, methodologies, and insights into a problem. This cooperative activity
facilitates the interchange of ideas, methodologies, and discoveries from other fields, including
psychology, sociology, neuroscience, economics, and pedagogy (White & Deevy, 2020). This
interdisciplinary can pave the way for creating more potent and precisely targeted
interventions, policies, and practices that effectively grapple with the multifaceted nature of
educational challenges. Therefore, embracing collaborative research stands indispensable for
propelling the field of higher education forward and effecting meaningful, enduring
enhancements in teaching, learning, and educational outcomes. Table 4 shows the details of
articles used under this theme.
Table 4
Articles justifying interdisciplinary approaches to educational administration
Repository Author name and year of publication Number of Articles

Scopus Ndijuye (2022), Lu (2022), Ditommaso (2017), Evis (2022), White & 5
Deevy (2020)
WoS Liu et al. (2022), Jæger (2021), Oliveira et al. (2022), Gilson et al. 4
(2015)
IBSS Patel (2023), Guilherme (2015), Deem & Brehony (1993) 3
Books - 0
Total 12
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5. Conclusion and Recommendation

The future of education holds tremendous promise through the revitalization of

educational leadership and the implementation of innovative administrative practices. As the
education environment continuously evolves, it becomes imperative for educational leaders to
adapt their approaches to meet the diverse needs of students, teachers, and the community.
Embracing innovative methods throughout higher educational practices can help leaders
cultivate a dynamic learning environment that nurtures creativity, critical thinking, and student
collaboration. These are relevant skills that must be bestowed on young people to be relevant
in society now and in the future. This can be achieved through transformational leadership’s
efforts including leveraging technology to enhance teaching and learning, human resource
training, positive organizational culture, as well as adopting data-driven decision-making
processes.

It can be established that revitalizing educational leadership through innovative

approaches can yield positive outcomes for students, thereby ensuring that institutions remain
agile, responsive, and future-ready. Through this approach educational leaders can prioritize
individualized instruction, personalized learning pathways, and holistic support systems, to
create an inclusive and equitable educational experience for all students. This approach can
foster academic success and supports the social-emotional well-being of students for lifelong
learning and future achievements. In this context, higher education institutions in developing
nations must demonstrate unwavering commitment to ongoing professional development,
collaboration, and adaptability to embrace necessary administrative changes, all for the
betterment of their communities.

Based on the discussions, the following implications could be drawn to assist

governments, educators and researchers who are interested in this field:

i. Professional development programs for managers and administrators in higher

educational institutions are highly recommended. These programs help them
enhance their knowledge and skills in educational administration.
ii. Conducting further research on theories of educational administration and their
impact on employee behaviour in higher education is recommended for a deeper
48 | International Journal of Educational Management and Development Studies, Volume 5 Issue 2

understanding of the field. This research can provide insights into effective
educational administration practices and strategies.
iii. Management of higher education must hire educational administrators based on
their background in educational administration, management, or related fields.
Candidates with a strong educational administration background are likely to have
studied relevant courses on administration and possess the necessary competence
for the job.
iv. It is important to involve the communities in the decision-making processes. By
allowing communities to participate in decision-making processes, educational
institutions can benefit from their input, especially in discipline and adherence to
moral values. This involvement creates a system of checks and balances that
contributes to the success of the institutions.
v. Administrators should avoid adopting an authoritative leadership style within
educational institutions. Instead, administrators should adopt leadership styles that
foster collaboration, cooperation, and mutual respect among all stakeholders in the
educational community. This approach tends to yield better outcomes and promote
a positive learning environment.

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