Review of 'Digital Transformational Leadership in Open Distance Learning: Understanding Progressive Transparency'

Reviewer: Meiya G Nthoesane

Publication date of review: 2024-04-10

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Meiya G Nthoesane4

Digital Transformational Leadership in Open Distance Learning: Understanding Progressive TransparencyCrossref ScienceOpen

It is a promising piece of work to be explore further.

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Digital Transformational Leadership in Open Distance Learning: Understanding Progressive Transparency

Jacques Avril du Toit (2022)

During the global Covid-19 pandemic, the successes of institutional leadership became a key parameter in re-evaluating the impact of innovation and institutional stances amid the complex challenges and exchanges that occurred during the pandemic. In open and distance learning, the Covid-19 pandemic introduced many higher education leaders to the urgency of digital innovation and foresight and the exemplification of sustainability, with regard to digital transformation. In 2020, the University of South Africa publicised its revised 2030 Strategy (2016–2030), advocating the importance of impact, outcomes, outputs, activities and inputs. This drew the focus for key decision-makers again towards leadership, innovation, transformation and sustainability. In this paper, I view the triptych of digital transformational leadership as a form of transformational leadership, in which a triadic appreciative relationship exists between strategic leadership, business knowledge and digital knowledge. In addition, these triadic positionings enhance a collaborative culture with productive relations between academics, colleagues, students and connections of educational environments with the wider community. In this study, I conduct a critical review by using recent literature to explore the ways in which digital transformational leadership can cultivate agency in an open and distance learning higher educational setting. I will also demonstrate that in spaces in which digital transformational leadership are implemented and well maintained institutional communication and digital change can further accelerate connection whereby the mutability of staff and institutional stakeholders can be acknowledged and dealt with.

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Review information

DOI:: 10.14293/S2199-1006.1.SOR-SOCSCI.AWGQVD.v1.RPEHWM

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This work has been published open access under Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Conditions, terms of use and publishing policy can be found at www.scienceopen.com.

ScienceOpen disciplines: Education,Education & Public policy

Keywords: digital knowledge,ODL,higher education,business knowledge,digital transformational leadership,strategic leadership

Review text

The abstract provides an in-depth exploration of the role of digital transformational leadership in higher education, particularly in the context of open and distance learning, against the backdrop of the COVID-19 pandemic. Here's a detailed academic review of the abstract:

Contextualization and Problem Statement: The abstract effectively sets the stage by framing the discussion within the global COVID-19 pandemic. It highlights the challenges and opportunities higher education institutions face, particularly in adopting digital innovations to sustain operations and meet the evolving needs of learners. This contextualization is crucial for understanding the relevance and timeliness of the research.
Theoretical Framework and Conceptualization: The abstract introduces the concept of digital transformational leadership and its triadic components, emphasizing the interplay between strategic leadership, business knowledge, and digital knowledge. This theoretical framework provides a structured lens to analyze the leadership dynamics within higher education institutions undergoing digital transformation. Additionally, incorporating existing literature on digital transformational leadership adds depth to the study's conceptualisation.
Research Objectives and Methodology: The abstract clearly outlines the study's objectives, which include conducting a critical review of recent literature to explore the role of digital transformational leadership in cultivating agency in open and distance learning settings. This research objective aligns well with the identified gap in research studies on digital transformational leadership in South African higher education. However, the abstract lacks specificity regarding the methodology employed to achieve these objectives. Including information about the research methodology would enhance the clarity and rigour of the study.
Key Findings and Contributions: The abstract hints at potential findings related to the impact of digital transformational leadership on institutional communication, digital change, and stakeholder engagement. These findings hold significance for institutional leaders seeking to navigate the complexities of digital transformation in higher education. Moreover, the abstract emphasizes the importance of fostering a participative leadership style to accommodate innovation and meet the diverse needs of learners and faculty.
Implications and Future Directions: The abstract concludes by signalling the study's broader implications for institutional leaders and staff, suggesting that digital transformational leadership can accelerate institutional change and facilitate stakeholder engagement. Additionally, it underscores the need for further research to expand critical institutional understandings of digitalization and transformative processes.

Overall, the abstract presents a comprehensive overview of the research focus, theoretical framework, and potential contributions to digital transformational leadership in higher education. However, providing more details about the research methodology and anticipated findings would strengthen the abstract's clarity and impact.