Academic leadership capability framework: a comparison of its compatibility and applicability in Australia, New Zealand, and Malaysia

Issues in Malaysian Higher Education: A Quantitative Representation of the Top Five Priorities, Values, Challenges, and Solutions From the Viewpoints of Academic Leaders

“…The main finding was that the category of Honesty & Integrity had the maximum frequency in Malaysian HE System and its sectors. This finding was also in alignment with the findings of the study conducted by Ghasemy, Hussin, and Megat Daud (2016) …”

“…The main finding was that the category of Honesty & Integrity had the maximum frequency in Malaysian HE System and its sectors. This finding was also in alignment with the findings of the study conducted by Ghasemy, Hussin, and Megat Daud (2016) in which the item "Being transparent and honest in dealing with others" had been identified as the topmost important behavior rated by the academics in Australia, New Zealand, and Malaysia.…”

Pivotal qualities for effective university leadership on the basis of a modified Australian model: the application of FIMIX-PLS and IPMA in the Malaysian academic context

“…Numerous studies have been conducted focusing on leadership capabilities and managerial competencies in the context of HE, from the views of students to the perspectives of academic leaders (Asif and Searcy 2013;Camps et al 2015;Coates et al 2013;Fullan and Scott 2009;Ghasemy et al 2016a;Othman and Othman 2014;Scott et al 2008Scott and McKellar 2012;Shorrock 2002). For instance, Asif and Searcy (2013) debated operational and dynamic capabilities as two different types of capabilities which underscore performance excellence in HE.…”

“…Hence, the relevancy and appropriateness of leadership behaviors and practices must be examined in Malaysian HE environment. This said, since the constructs of the Academic Leadership Capability Framework underpinned by a few leadership theories (Ghasemy et al 2016a), do not fully encompass all the essential capabilities which are required for transformation in Malaysian HE, change-oriented capability was added to the constructs of the framework to make it even more comprehensive in explaining leadership performance in academic settings and particularly in Malaysia.…”

“…It is noteworthy that through a comparative study focusing on compatibility and applicability of the academic leadership capability framework Ghasemy et al (2016a), a large number of academic leaders from Australia, New Zealand, and Malaysia were compared descriptively. The results, suggesting the applicability of the framework in Malaysian context, provided more strong justifications for conducting current study.…”