Strategic leadership in higher education: Navigating the impact of artificial intelligence on university governance, teaching, and research

Abstract

This research paper explores how artificial intelligence (AI) is transforming the field of higher education, in terms of how it can improve the delivery of instruction, automate administrative processes, and open up research possibilities. A descriptive survey design of analytical nature was used, targeting academic, non-academic, and managerial workers in 20 public universities in the South-South Geopolitical Zone of Nigeria. The sample size of 800 participants was chosen using a stratified random sampling technique, comprising 400 academic staff, 350 non-academic staff, and 50 management staff. Three research questions and hypotheses guided the study, along with the Artificial Intelligence in University Leadership Questionnaire (AIULQ), a validated 20-item tool with a reliability coefficient of 0.81, obtained through Cronbach's alpha. Data analysis included calculating the mean and standard deviation of responses to research questions, and hypothesis testing at a 0.05 alpha level using One-Way Analysis of Variance (ANOVA). The results indicate that AI can enhance data-driven decision-making, virtual academic advising, and adaptive learning platforms. The paper also discusses ethical challenges such as algorithmic bias, data privacy, academic integrity, and the digital divide. It recommends that universities develop specific principles for the use of AI in research, academia, and administration. The findings are highly relevant to stakeholders, including teachers, university administrators, and educational reform policymakers.