Purpose Managing educational innovation in higher education institutions is a complex process that requires specific strategies based on research and proven frameworks. The aim of this paper was to examine how Bolman and Deal’s (2003) theoretical framework can be used to analyse organisational change processes and to evaluate the progress and outcomes of an educational innovation initiative at a university in the Gulf. This educational innovation involved the use of iPads in curricular practices to enhance pedagogical strategies and student learning outcomes. Design/methodology/approach An ethnographic case study methodology was used to make an empirical inquiry that investigated data obtained from direct observations, informal interviews, holistic field notes and documents to better understand a contemporary phenomenon within its real-life context. Findings A critical analysis of this iPad initiative suggested that the main areas of leading and managing this innovation, through Bolman and Deal’s framework, were effectively centred around the human resources, structural and political frames but were less affected by the symbolic frame. Originality/value The authors provide suggestions, based on their experiences as faculty members and academic administrators, on how such innovations can be effectively led and managed. In addition, a new cross-cultural model is proposed for managing future educational innovations in higher education, particularly in the Gulf region. This new model could also be used to effectively evaluate the implementation and management of other educational changes such as those precipitated by the COVID-19 pandemic.

This reflective article explores the different experiences of two higher education professionals who utilized intentional reflection to help with the transition to new countries and cultural environments. Both stories focus on how these higher education professionals grappled with challenges of being members of majority and minority groups within the racial and religious contexts of their new environments. The article concludes by sharing recommendations for how other higher education professionals can utilize reflection to help with transition and cultural adjustment.

Although international research regarding advising is burgeoning, most of the research on the role of and advantages related to academic advising has been limited to U.S. colleges and universities. This ethnographic case study conducted at a Liberian university examined the organizational culture of advising from student, faculty, and staff perspectives after the establishment of the Student Academic Advisement and Career Counseling Center. The findings suggest two primary elements that shape the role of advising and college student experience: postwar challenges in Liberian higher education and the shifting perspective on student centeredness. As a result, these elements have redefined the preliminary role of the advising center into a concept referred to as the advising palaver hut.

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Buller's (2013) book Positive Academic Leadership: How to Stop Putting Out Fires and Start Making a Difference caters for both aspiring and experienced leaders in higher education. It gives new insights and practical strategies to help them interpret their roles differently and foster a more constructive and positive leadership style. This is based on Buller's personal leadership experience, recent scholarly research and a wide range of resources. Throughout his book, Buller provides readers with a set of scenarios, case studies, exercises and thought experiments to help put theory into practice, as well as prompt administrators to identify their core values and reflect on their own practices. Overview In his book, Buller highlights the fact that leadership in higher education requires different strategies than that in corporations or schools. This is because shared governance and collegiality play a much more important role in higher education, where hierarchy is more fluid due to the frequency with which administrators rise from and return to faculty positions. According to Buller, positive academic leadership is not only about thinking positively and having a good attitude. It is about focusing on the strengths and successes of the department and on the capabilities of its individuals to develop what is already working well, rather than focusing strictly on weaknesses and solving problems. Despite the significant challenges in higher education, positive academic leaders base their practices on hope, joy, resilience, commitment to service and appreciative inquiry. All of which lead to positive change to bring about greater benefits in the long run. This requires creating a