How the Three Generations of Administrators Advanced an HEI, What Crises They Encountered, and How They Handled Them: A Qualitative Case Study
DOI:
https://doi.org/10.65339/ijsair.V2.I3.843Keywords:
Collaborative Governance, Crisis Management, Faith-Based Higher Education, Institutional Advancement, Leadership Succession, Strategic Planning, Transformational LeadershipAbstract
This qualitative case study examined how three generations of administrators advanced a faith-based higher education institution, the crises they encountered during their respective terms, and the strategies they employed to manage these challenges. Grounded in transformational leadership theory, the study involved three former administrators selected through purposive sampling. Data were gathered through semi-structured, in-depth interviews using open-ended and probing questions. The interviews were audio-recorded, transcribed verbatim, and supported through triangulation involving employee interviews, institutional records, yearbooks, articles, and the researcher’s observations. Manual thematic analysis was used to identify recurring patterns and themes. The findings showed that the administrators advanced the institution through quality assurance and accreditation, faculty and staff development, spiritual development, collaborative governance, program and infrastructure development, and financial management. The major crises involved financial management difficulties, leadership and governance conflicts, operational inefficiencies, and concerns regarding staff qualifications. These challenges were addressed through teamwork and collaboration, clear communication and informed decision-making, structured planning and implementation, and institutional, personal, and spiritual support systems. The study concludes that collaborative governance, strategic planning, transparent communication, and stakeholder participation are essential to institutional stability, resilience, and continued advancement. It recommends longitudinal studies on the development and long-term effects of leadership practices and further investigation of how leadership styles respond to different generational groups. The study supports SDG 4 on Quality Education, SDG 9 on Industry, Innovation and Infrastructure, SDG 16 on Peace, Justice and Strong Institutions, and SDG 17 on Partnerships for the Goals. It contributes to educational, institutional, governance, technological, human resource, and cultural sustainability by informing leadership development, succession planning, crisis management, and institutional continuity.
References
Adipat, S., & Chotikapanich, R. (2024). Advancing higher education with the transition to smart universities: A focus on technology. Shanlax International Journal of Education, 12(3), 29–36. https://doi.org/10.34293/education.v12i3.7635
Bonilla-Jurado, D., Zumba, E., Lucio-Quintana, A., Yerbabuena-Torres, C., Ramírez-Casco, A., & Guevara, C. (2024). Advancing university education: Exploring the benefits of education for sustainable development. Sustainability, 16(17), Article 7847. https://doi.org/10.3390/su16177847
Carless, S. A., Wearing, A. J., & Mann, L. (2000). A short measure of transformational leadership. Journal of Business and Psychology, 14(3), 389–405. https://doi.org/10.1023/A:1022991115523
Caulfield, J. (2023, June 22). How to do thematic analysis: Step-by-step guide and examples. Scribbr. Retrieved August 2, 2026, from https://www.scribbr.com/methodology/thematic-analysis/
Çetin, M., & Halisdemir, M. (2019). School administrators and Generation Z students’ perspectives for a better educational setting. Journal of Education and Training Studies, 7(2), 84–97. https://doi.org/10.11114/jets.v7i2.3773
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Northouse, P. G. (2015). Leadership: Theory and practice (7th ed.). SAGE Publications.
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
Wang, X., Song, G., & Ghannam, R. (2024). Enhancing teamwork and collaboration: A systematic review of algorithm-supported pedagogical methods. Education Sciences, 14(6), Article 675. https://doi.org/10.3390/educsci14060675
Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81(3), 623–641. https://doi.org/10.1007/s10734-020-00561-y
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
