The Reality of the Use of Digital Leadership in Jordanian Universities: Ways of Activation and Development
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| Title: | The Reality of the Use of Digital Leadership in Jordanian Universities: Ways of Activation and Development |
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| Language: | English |
| Authors: | Tahani Ibrahim Al-Ali (ORCID |
| Source: | European Journal of Educational Management. 2025 8(4):201-218. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Universities, College Administration, Governance, Technology Uses in Education, Educational Policy, Training, Policy Formation, College Faculty, Teacher Attitudes, Program Implementation, Program Effectiveness, Barriers |
| Geographic Terms: | Jordan |
| ISSN: | 2642-2344 |
| Abstract: | This study investigates the impact of digital leadership, its ways of activation and development, and its impact in Jordanian universities. The primary objective is to assess how institutional factors contribute to effective digital governance in higher education. A quantitative research design was adopted, and data were collected through a structured questionnaire administered to 87 academic and administrative staff across selected universities. The analysis involved reliability testing, frequency analysis, correlation analysis, one-sample t-tests, and linear regression to examine relationships among the variables. The results revealed that digital leadership, institutional training, and institutional policy significantly contribute to digital governance, while digital tools and platforms and current leadership practices showed no significant influence. Specifically, institutional policy had the strongest impact (B = 0.349, p < 0.001), followed by digital leadership (B = 0.319, p = 0.001) and institutional training (B = 0.238, p = 0.010). The study concludes that institutional efforts and leadership direction play a critical role in shaping digital governance strategies in higher education. Strengthening these components can enhance universities' effectiveness and adaptability in the digital era. [Note: The publication year (2026) shown in the citation on the PDF is incorrect. The correct publication year is 2025.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493934 |
| Database: | ERIC |
| Abstract: | This study investigates the impact of digital leadership, its ways of activation and development, and its impact in Jordanian universities. The primary objective is to assess how institutional factors contribute to effective digital governance in higher education. A quantitative research design was adopted, and data were collected through a structured questionnaire administered to 87 academic and administrative staff across selected universities. The analysis involved reliability testing, frequency analysis, correlation analysis, one-sample t-tests, and linear regression to examine relationships among the variables. The results revealed that digital leadership, institutional training, and institutional policy significantly contribute to digital governance, while digital tools and platforms and current leadership practices showed no significant influence. Specifically, institutional policy had the strongest impact (B = 0.349, p < 0.001), followed by digital leadership (B = 0.319, p = 0.001) and institutional training (B = 0.238, p = 0.010). The study concludes that institutional efforts and leadership direction play a critical role in shaping digital governance strategies in higher education. Strengthening these components can enhance universities' effectiveness and adaptability in the digital era. [Note: The publication year (2026) shown in the citation on the PDF is incorrect. The correct publication year is 2025.] |
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| ISSN: | 2642-2344 |
