Dahe -A mache, Gladys; A mache, Jalal; Ismail, Hussein
A icle
Leade ship de elopmen in U.S. Highe educa ion:
S a egies o li elong lea ning and upskilling
Jou nal o Inno a ion & Knowledge (JIK)
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Sugges ed Ci a ion: Dahe -A mache, Gladys; A mache, Jalal; Ismail, Hussein (2025) : Leade ship
de elopmen in U.S. Highe educa ion: S a egies o li elong lea ning and upskilling, Jou nal o
Inno a ion & Knowledge (JIK), ISSN 2444-569X, Else ie , Ams e dam, Vol. 10, Iss. 4, pp. 1-10,
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Leade ship de elopmen in U.S. Highe educa ion: S a egies o li elong
lea ning and upskilling
Gladys Dahe -A mache
a
, Jalal A mache
b,*
, Hussein Nabil Ismail
b
a
S . Thomas Uni e si y, Leade ship Depa men , Miami-Flo ida, USA
b
Lebanese Ame ican Uni e si y, Adnan Kassa School o Business, Managemen S udies Depa men , Bei u , Lebanon
ARTICLE INFO
JEL Classi ica ions:
I230
M100
O320
Keywo ds:
Leade ship de elopmen
Highe educa ion ins i u ions
Li elong lea ning
Cu iculum inno a ion
Men o ship
Skill De elopmen
Expe ien ial Lea ning
ABSTRACT
Rapid echnological ad ancemen s, inno a ion, shi ing job ma ke demands, and o ganiza ional change ha e
made con inuous lea ning and skill de elopmen essen ial o leade ship success. Highe educa ion ins i u ions
(HEIs) a e expec ed o play a c i ical ole in p epa ing u u e leade s; howe e , many HEIs lack s uc u ed
pa hways o leade ship upskilling wi hin hei cu icula. Leade ship educa ion o en emains la gely heo e ical,
lea ing g adua es unde p epa ed o eal-wo ld leade ship challenges. This quali a i e s udy explo es how
leade ship upskilling is s uc u ed in U.S. HEIs by conduc ing in e iews wi h 18 di ec o s o leade ship p o-
g ams. The indings unde sco e he key s a egies employed by HEIs, including adap abili y aining, eal-wo ld
expe ien ial lea ning, men o ship ini ia i es, and pa ne ships wi h ex e nal o ganiza ions. Despi e inc easing
awa eness o he need o leade ship upskilling, empi ical esea ch on i s implemen a ion in HEIs emains
limi ed. This s udy add esses ha gap and o e s a ge ed ecommenda ions o acul y, adminis a o s, and
policymake s on embedding s uc u ed skill de elopmen in o leade ship educa ion. By in eg a ing mo e applied
and collabo a i e upskilling app oaches, HEIs can be e equip s uden s o na iga e complex, apidly changing
p o essional en i onmen s and assume leade ship oles in he 21s -cen u y wo k o ce.
In oduc ion
The no ion o “lea n once, wo k o e e ” is becoming obsole e in
oday’s as -paced job ma ke . Acqui ing knowledge ea ly and elying on
i h oughou one’s ca ee is no longe su icien o mee he demands o
a apidly e ol ing, echnology-d i en economy. The accele a ion o
echnological ad ancemen s, inno a ion, shi ing job ma ke e-
qui emen s, and o ganiza ional es uc u ing ha e made li elong
lea ning and con inuous skill de elopmen essen ial o success (Wo ld
Economic Fo um, 2025). In his con ex , employees mus ac i ely
engage in li elong lea ning o de elop new skills and compe encies
needed o emain adap able in a apidly changing wo kplace (Mei e al.,
2023; Obe l
€
ande e al., 2020).
Upskilling, de ined as he p ocess o acqui ing new compe encies o
enhancing exis ing ones o mee changing indus y demands, is an
essen ial s a egy o highe educa ion ins i u ions (HEIs) esponsible o
shaping he nex gene a ion o leade s (Dahe -A mache & A mache,
2024). Howe e , HEIs ha e adi ionally ocused on heo e ical educa-
ion and s uggled o in eg a e s uc u ed leade ship upskilling pa h-
ways ully in o s uden de elopmen p og ams (McGunagle & Zizka,
2020). Al hough exis ing leade ship p og ams lay he ounda ion o
knowledge acquisi ion, hey o en lack he p ac ical skill-building
expe ience, adap abili y aining, and indus y collabo a ion necessa y
o de elop wo k o ce- eady leade s (Li, 2024).
Global epo s unde sco e an u gen need o HEIs o play a mo e
p oac i e ole in leade ship upskilling. The Global Leade ship Fo ecas
2023 emphasize a sho age o leade s equipped o na iga e 21s -cen u y
challenges, signaling he necessi y o HEIs o e hink leade ship
aining models (De elopmen Dimensions In e na ional, 2023). Simi-
la ly, he Fu u e o Jobs Repo 2025 p edic s ha 39 % o employees’
co e skills will change by 2030, making con inuous skill de elopmen
and adap abili y essen ial o s uden success in leade ship oles (Wo ld
Economic Wo ld Economic Fo um, 2025). Fu he mo e, s udies indica e
ha high-po en ial leade s equen ly lea e o ganiza ions due o a lack
o ca ee ad ancemen and p o essional de elopmen oppo uni ies,
ein o cing he need o s uc u ed upskilling ini ia i es a he uni e si y
le el (Ba anchenko e al., 2020).
The lack o comp ehensi e leade ship, adap abili y, and p o essional
p epa a ion p og ams in HEIs could esul in g adua es being ill-
equipped o assume leade ship esponsibili ies in an inc easingly
* Co esponding au ho .
E-mail add esses: [email p o ec ed] (G. Dahe -A mache), [email p o ec ed] (J. A mache), [email p o ec ed] (H.N. Ismail).
Con en s lis s a ailable a ScienceDi ec
Jou nal o Inno a ion & Knowledge
jou nal homepage: www.else ie .com/loca e/jik
h ps://doi.o g/10.1016/j.jik.2025.100754
Recei ed 1 Ap il 2025; Accep ed 6 June 2025
Jou nal o Inno a ion & Knowledge 10 (2025) 100754
A ailable online 18 June 2025
2444-569X/© 2025 The Au ho s. Published by Else ie España, S.L.U. on behal o Jou nal o Inno a ion & Knowledge. This is an open access a icle unde he CC
BY-NC-ND license (
h p://c ea i ecommons.o g/licenses/by-nc-nd/4.0/ ).
complex and dynamic wo k en i onmen (Bok, 2020). The abili y o
na iga e complex challenges, le e age echnological ad ancemen s, and
os e inno a ion equi es leade s who a e li elong lea ne s (Wo ld
Economic Fo um, 2025; Yukl & Ga dne , 2020). Leade ship oday ex-
ends beyond echnical expe ise—i demands adap abili y, c i ical
hinking, esilience, and e hical decision-making (Dahe -A mache &
A mache, 2024).
Despi e an inc easing ecogni ion o he need o equip s uden s wi h
leade ship skills ha ma ch he demands o oday’s apidly changing
wo k o ce, limi ed empi ical esea ch emains on how HEIs in eg a e
leade ship upskilling e ec i ely in o bo h academic cu icula and co-
cu icula p og amming (Fe ei a Da Sil a e al., 2023). While ups-
killing has become a p ominen ocus in wo k o ce de elopmen dis-
cussions, much o he exis ing li e a u e and p ac ice ha e cen e ed on
co po a e-led ini ia i es, whe e o ganiza ions design and deli e lead-
e ship aining ailo ed o hei speci ic indus y needs. These s udies
p o ide aluable insigh s in o employe expec a ions and aining
models, bu o en o e look he o ma i e ole ha HEIs play in shaping
s uden s’ leade ship compe encies be o e hey en e he wo k o ce. As a
esul , he e is a signi ican gap in he unde s anding o he s a egies
HEIs use o embed leade ship de elopmen in o unde g adua e and
pos g adua e educa ion. This includes no only o mal cou sewo k bu
also leade ship aining h ough s uden a ai s, ex acu icula p o-
g ams, in e nships, and expe ien ial lea ning. Wi hou a clea e unde -
s anding o how hese ini ia i es a e designed, implemen ed, and
assessed wi hin academic en i onmen s, i is di icul o e alua e hei
e ec i eness o ensu e hey align wi h he changing needs o he labo
ma ke . Add essing his gap is c i ical o ad ancing he ole o highe
educa ion in p epa ing g adua es o lead in complex, in e disciplina y,
and digi al- i s p o essional en i onmen s. Addi ionally, he oices o
leade ship p og am di ec o s who a e mainly esponsible o shaping
and execu ing hese ini ia i es emain la gely absen om academic
discou se. Thei p ac ical insigh s in o he design, deli e y, and chal-
lenges o leade ship upskilling a e essen ial o ully unde s and ins i u-
ional e o s.
Building on his need, his s udy examines how leade ship upskilling
should be s uc u ed in HEIs o be e p epa e s uden s o leade ship
oles in he wen y- i s cen u y and wha s a egies should be imple-
men ed o ensu e hey acqui e he necessa y leade ship compe encies
o p o essional success. By analyzing he insigh s o leade ship p og am
di ec o s, his s udy aims o p o ide wo kable ecommenda ions o
op imizing leade ship upskilling ini ia i es in HEIs. By ca ying ou a
quali a i e in es iga ion, his esea ch iden i ies bes p ac ices and op-
po uni ies o embedding upskilling in leade ship de elopmen p o-
g ams. The s udy con ibu es o he g owing li e a u e on highe
educa ion leade ship educa ion and o e s a amewo k o acul y, ad-
minis a o s, and policymake s o imp o e leade ship aining models.
The pape is s uc u ed as ollows: Sec ion 1 in oduces he s udy.
Sec ion 2 p esen s he li e a u e e iew and heo e ical amewo k.
Sec ion 3 desc ibes he esea ch me hodology. Sec ion 4 p o ides he
da a analysis and indings. Sec ion 5 discusses he esul s. Sec ion 6
ou lines he heo e ical and p ac ical implica ions. Sec ion 7 discusses
he s udy’s conclusion and limi a ions and p oposes u u e lines o
esea ch.
Li e a u e e iew
O ganiza ions a e inc easingly d i en o con inuously gene a e and
apply knowledge o main ain a compe i i e edge (Dedunu e al., 2025).
The p e ailing academic pe spec i e sugges s ha e ec i e knowledge
managemen is c ucial o sus aining compe i i eness in oday’s
knowledge-d i en en i onmen s (Dedunu e al., 2025; Sang, 2024).
Educa ion emains a key d i e o knowledge acquisi ion and pe sonal
de elopmen , equipping indi iduals wi h c i ical hinking and
p oblem-sol ing skills needed o na iga e complex social and economic
en i onmen s (Li e al., 2025). Howe e , digi al ans o ma ion in he
labo ma ke p esen s new challenges, pa icula ly by widening in-
equali ies in job access (Ma indale & Lehdon i a, 2023), ein o cing
he impo ance o con inuous skill de elopmen . Mo eo e , gene al
knowledge and skills s ongly suppo long- e m ca ee mobili y
(G onning & K iesi, 2022), while apid shi s in labo demands and
educa ion policies equi e wo ke s o consis en ly upg ade hei com-
pe encies (Jephco e e al., 2021; Rausche , 2015).
Inno a ion oday demands collabo a ion among s akeholde s,
including pa ne ships be ween companies and HEIs (Li e al., 2023;
Papa e al., 2020). Fu he mo e, HEIs a e inc easingly posi ioned a he
o e on o digi al ans o ma ion (Li e al., 2024; Wang e al., 2023),
and a majo challenge is p epa ing s uden s o mee he e ol ing de-
mands o he u u e wo k o ce (C aps e al., 2022; Mei e al., 2023).
Indus y leade s and policymake s ha e emphasized he need o HEIs o
nu u e 21s -cen u y skills essen ial o p o essional and pe sonal suc-
cess (Mei e al., 2023). Ne e heless, many employe s epo signi ican
gaps in hese skills, leading o calls o new educa ional policies ha
de elop wide- anging, ans e able compe encies (Mei e al., 2023).
Despi e playing a c i ical ole in shaping u u e alen , many HEIs
s uggle o keep pace wi h cons an change and inno a ion, lacking he
c ea i i y needed o mode n class oom eaching (Lu, 2023). Conse-
quen ly, inding e ec i e ways o s imula e s uden mo i a ion and
inno a i e hinking emains a signi ican challenge (Lu, 2023). Fu he
complica ing he landscape, educa ional in la ion, de ined as he o e -
supply o academic deg ees, has con ibu ed o he de alua ion o di-
plomas and widened social mobili y gaps (G uij e s, 2022). None heless,
indi iduals wi h s onge skills and highe educa ion c eden ials emain
mo e p oac i e in ca ee selec ion and expe ience g ea e p o essional
success (A aki, 2023; A e e al., 2021; Li e al., 2025; T inidad e al.,
2023).
Li elong lea ning has become inc easingly impo an . I ep esen s a
con inuous, sel -mo i a ed pu sui o knowledge o pe sonal and p o-
essional de elopmen h oughou one’s li e ime (Zuo e al., 2025). This
lea ning includes o mal and in o mal pa hways, emphasizing adap -
abili y in an e e -changing economy (Zuo e al., 2025). Speci ically,
li elong lea ning enhances employabili y and suppo s mobili y owa d
mo e economically ib an egions (Li e al., 2025). As highe educa ion
con inues o expand, conce ns g ow abou i s declining impac and he
o e - eliance on academic c eden ials, p omp ing calls o new e alua-
ion sys ems ha p io i ize p ac ical skills, adap abili y, and inno a ion
(Li e al., 2025). Mo eo e , li elong lea ning is pi o al o add essing he
goals o Indus y 5.0, os e ing inno a ion, enhancing compe i i eness,
and p omo ing social inclusion as we app oach 2030 (Rial-Gonzalez
e al., 2024; Zuo e al., 2025).
In his con ex , HEIs mus ocus on bo h li elong lea ning and lead-
e ship de elopmen . The adi ional educa ion model, whe e knowledge
is acqui ed ea ly and expec ed o las h oughou one’s ca ee , is no
longe su icien due o apid echnological ad ances and changing labo
ma ke needs (Wo ld Economic Fo um, 2025). Resea ch u ges HEIs o
adop s uc u ed leade ship aining p og ams o build he compe encies
needed o success in dynamic en i onmen s (Dahe -A mache & A m-
ache, 2024). Howe e , leade ship educa ion o en leans hea ily on
heo y, wi h insu icien p ac ical applica ion, lea ing g adua es un-
p epa ed o eal-wo ld leade ship challenges (Bok, 2020).
Employe s inc easingly seek leade s who can sol e complex p ob-
lems, manage di e se eams, and adap o cons an change (Yukl &
Ga dne , 2020). Ne e heless, se e al HEIs s ill use ou da ed eaching
models ha ail o build hese capabili ies. A global leade ship epo
ound ha o ganiza ions in all sec o s s uggle o ind candida es wi h
he necessa y adap abili y and p oblem-sol ing skills (De elopmen
Dimensions In e na ional [DDI], 2023). Wi hou in eg a ed leade ship
de elopmen , g adua es isk lacking he eadiness equi ed o oday’s
as -paced wo k o ce (Li, 2024).
Despi e hei i al ole, HEIs ace se ious challenges o deli e ing
e ec i e leade ship educa ion. One c i ical issue is he igid academic
s uc u e ha a o s esea ch ou pu o e hands-on lea ning (Bok,
G. Dahe -A mache e al.
Jou nal o Inno a ion & Knowledge 10 (2025) 100754
2
2020). Facul y a e o en e alua ed based on publishing ou pu s a he
han men o ing he nex gene a ion o leade s (Rehbock, 2020). This
ocus esul s in leade ship p og ams o e ing limi ed expe ien ial
aining (Ca agna o & Van de Zande, 2021). Fu he mo e, in e disci-
plina y collabo a ion, which is essen ial o leade ship ac oss complex
sec o s, is o en absen om cu icula (F iesen, 2020). Mo eo e , se e al
ins i u ions lack pa ne ships wi h indus ies, limi ing s uden s’ expo-
su e o p ac ical leade ship expe iences. E en hough he li e a u e
s esses he impo ance o expe ien ial lea ning, adminis a i e ba ie s
o en p e en i s widesp ead adop ion (Balis e i e al., 2012; Bensimon
e al., 1989; Rosche e al., 2023).
Human capi al heo y p o ides a aluable amewo k o unde -
s anding why leade ship de elopmen is c ucial. I a gues ha educa ion
and skills de elopmen inc ease indi iduals’ p oduc i i y and economic
alue (Becke , 1964). Thus, leade ship compe encies a e iewed as
essen ial o ms o human capi al, c i ical o bo h indi idual ca ee
success and wide o ganiza ional pe o mance (Kouzes & Posne , 2019).
Consequen ly, HEIs should iew leade ship educa ion as a s a egic in-
es men in he u u e wo k o ce. Wi hou his ocus, g adua es may all
sho in he essen ial skills o inno a ion, decision-making, and
collabo a ion (Dahe -A mache & A mache, 2024). Wi h 39 % o co e job
skills p edic ed o change by 2030 (Wo ld Economic Fo um, 2025), HEIs
mus emb ace con inuous educa ion models o ensu e ha leade ship
de elopmen con inues beyond adi ional deg ees (Kangas e al., 2023;
Yukl & Ga dne , 2020).
Ano he p essing conce n is he lack o o mal leade ship aining o
acul y membe s. P o esso s who lack p epa a ion in leade ship educa-
ion may s uggle o men o s uden s e ec i ely (Bok, 2020). Facul y
de elopmen p og ams a e, he e o e, necessa y o ain educa o s in
leade ship p inciples, men o ing s a egies, and c oss-indus y collabo-
a ion (Dennis & Boca nea, 2005; Kyllonen, 2013). Zuo e al. (2025)
unde sco ed he ole o li elong lea ning in os e ing a g ow h mindse
among adul lea ne s, highligh ing he alue o men o ship and lexible
educa ional amewo ks in suppo ing his de elopmen .
P o esso s mus be equipped no only wi h subjec expe ise bu also
wi h he skills o nu u e leade ship g ow h. Many HEIs ope a e lead-
e ship p og ams in isola ion, limi ing he c oss-disciplina y exposu e
ha is c i ical o b oade leade ship compe encies (Bensimon e al.,
1989; Rosche e al., 2023).
Leade ship de elopmen mus ex end beyond s uden s o include
acul y, suppo s a , and adminis a o s. Resea ch shows ha s ong
leade ship a all ins i u ional le els os e s s uden success, acul y
engagemen , and o ganiza ional inno a ion (Kouzes & Posne , 2019;
Yukl e al., 2002). Ins i u ions ha in es sys ema ically in leade ship
cul i a e ib an , adap able academic communi ies (Cacioppo e al.,
1996). As o ganiza ions con inue o epo sho ages o leade ship- eady
g adua es (DDI, 2023), HEIs mus ake a p oac i e app oach. Embedding
leade ship de elopmen in bo h cu icula and ex acu icula ac i i ies
is essen ial o p epa e s uden s o complex p o essional en i onmen s
(F iesen, 2020).
In conclusion, he cu en esea ch highligh s he u gen need o
HEIs o e hink leade ship educa ion models. E ec i e leade ship p o-
g ams mus balance heo y wi h hands-on lea ning, unde pinned by
human capi al heo y. Al hough some p og ess has been made, mo e
esea ch is needed o unde s and how bes o s uc u e leade ship
de elopmen p og ams aligned wi h a dynamic, echnology-d i en
wo k o ce. Building on he exis ing li e a u e and he objec i es o his
s udy, he esea ch was guided by he ollowing esea ch ques ions: 1)
How do leade ship di ec o s in HEIs de ine and pe cei e li elong
lea ning? 2) Wha s a egies do leade ship p og am di ec o s conside
he mos e ec i e in os e ing li elong lea ning, adap abili y, and lead-
e ship eadiness among indi iduals?
Theo e ical amewo k
This s udy is buil upon h ee in e connec ed heo e ical
pe spec i es: adul lea ning heo y, ans o ma ional leade ship heo y,
and expe ien ial lea ning heo y. Collec i ely, hese amewo ks in o m
he design, deli e y, and expec ed ou comes o leade ship de elopmen
p og ams in highe educa ion, pa icula ly conce ning he li elong
lea ning and upskilling o he mode n wo k o ce.
Adul lea ning heo y, pa icula ly as a icula ed by Knowles’ (1984)
And agogy, o adul educa ion (Kea sley, 2010), posi s ha adul
lea ne s a e sel -di ec ed and goal-o ien ed, and b ing aluable expe i-
ence o he lea ning p ocess. Leade ship de elopmen ini ia i es in
highe educa ion mus , he e o e, align wi h p inciples ha suppo
au onomy, ele ance, and p ac ical applica ion. By acknowledging s u-
den s as eme ging p o essionals wi h di e se expe ien ial backg ounds,
p og ams can os e mo e e ec i e engagemen and suppo long- e m
e en ion o leade ship compe encies (Nakash, 2025). This amewo k
also ein o ces he s udy’s emphasis on li elong lea ning— ha p o es-
sional g ow h is con inuous, adap i e, and pe sonalized.
T ans o ma ional leade ship heo y (Bass & A olio, 1994; Bu ns,
1978; Ellen, 2016) se es as a guiding pe spec i e on unde s anding
how leade ship de elopmen p og ams a e designed o shape skill
acquisi ion as well as alues, ision, and social esponsibili y. This
heo y ocuses on ou key componen s, namely, idealized in luence,
inspi a ional mo i a ion, in ellec ual s imula ion, and indi idualized
conside a ion, all o which ea u e p ominen ly in highe educa ion
leade ship cu icula (Ra ique e al., 2022). The in eg a ion o ans-
o ma ional leade ship heo y in o his s udy allows o a mo e nuanced
unde s anding o how ins i u ions aim o cul i a e e hical, isiona y,
and adap i e leade s p epa ed o complex challenges.
(Kolb’s, 1984, 2015) expe ien ial lea ning heo y p o ides u he
g ounding o how leade ship de elopmen p og ams s uc u e lea ning
en i onmen s. I ocuses on he cyclical p ocess o conc e e expe ience,
e lec i e obse a ion, abs ac concep ualiza ion, and ac i e expe i-
men a ion. Wi hin he con ex o highe educa ion, his ansla es in o
simula ions, in e nships, se ice lea ning, and e lec i e p ac ice, ep-
esen ing app oaches commonly embedded in leade ship educa ion.
Fu he mo e, ELT s eng hens he s udy’s ocus on upskilling by
emphasizing how hands-on lea ning con ibu es o he de elopmen o
eal-wo ld compe encies.
Toge he , hese h ee amewo ks o e a cohesi e lens h ough
which o explo e he s a egies and p ac ices o leade ship de elopmen
p og ams in U.S. highe educa ion. Adul lea ning heo y explains he
lea ne ’s needs and mo i a ions, ans o ma ional leade ship heo y
de ines he leade ship a ibu es and ou comes ha p og ams s i e o
os e , and expe ien ial lea ning heo y p o ides insigh in o how p o-
g ams acili a e g ow h and upskilling h ough s uc u ed expe iences.
By g ounding his s udy in hese in e ela ed heo ies, his s udy is be e
posi ioned o in e p e he indings and iden i y implica ions ha a e
pedagogically sound, leade ship-o ien ed, and p ac ically ele an o
highe educa ion and wo k o ce de elopmen .
Me hodology
A basic quali a i e esea ch s udy design was used o ca y ou his
s udy. Me iam (2009, p. 24) desc ibed a basic quali a i e esea ch
s udy as “(1) how people in e p e hei expe iences, (2) how hey
cons uc hei wo lds, and (3) wha meaning hey a ibu e o hei
expe iences.” This s udy examined he li ed expe iences o di ec o s o
leade ship p og ams a HEIs in he U.S., ocusing on how leade ship
upskilling is s uc u ed in HEIs o be e equip s uden s o leade ship
oles in he wen y- i s cen u y and he s a egies used o ensu e hey
de elop he necessa y compe encies o p o essional success.
Sampling and ec ui men
Pu posi e and snowball sampling we e used o ec ui pa icipan s
o his s udy. Pu posi e sampling allowed o he ec ui men o pa -
icipan s who would bes p o ide in-dep h in o ma ion abou his
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3
esea ch opic (C eswell & C eswell, 2018). The s udy was limi ed o
di ec o s o leade ship p og ams in he disciplines o leade ship s udies
and/o o ganiza ional leade ship a a U.S. HEI. Po en ial pa icipan s
we e ini ially iden i ied using he In e na ional Leade ship Associa ion
da abase. P og ams we e iden i ied using he ollowing sea ch c i e ia:
(a) ha ing a g adua e leade ship p og am, (b) being loca ed in he U.S.,
and (c) o e ing ace- o- ace o blended p og amming. The ini ial lis
was hen na owed down o ins i u ions ha we e es ablished a leas 50
yea s ago. These c i e ia a e impo an because such HEIs ha e a eco d
o accomplishmen in he educa ional a ena due o hei g adua e and
ad anced s udy s uden p epa a ion and ou pu , ins i u ional longe i y,
and in ol emen in leade ship esea ch. Snowball sampling, also known
as chain e e al sampling, was implemen ed as a means o e i y, p i-
o i ize, and u he solici in e iewees o he s udy (C eswell & C es-
well, 2018). Po en ial pa icipan s we e con ac ed ia email by he
p ima y esea che o eques hei pa icipa ion. The s udy consen
o m was included, which also p o ided addi ional in o ma ion abou
he s udy. A eminde email was sen a e wo weeks o hose who did
no espond. Those who ag eed o pa icipa e signed and e u ned he
consen o m o he p ima y esea che , who hen scheduled he
in e iew.
Da a collec ion and analysis
Vi ual in e iews we e conduc ed as he sou ce o da a o he s udy
in 2023. Me iam (2009) explained ha in e iews p o ide he
esea che wi h mo e in o ma ion abou pa icipan s’ opinions, expe i-
ences, knowledge, eelings, alues, beha io s, and unique pe spec i es.
The in e iews we e conduc ed synch onously ia he web-based pla -
o m, Mic oso Teams. This p o ided “ he esea che and esponden an
expe ience simila o ace- o- ace in e ac ion inso a as hey p o ide a
mechanism o a back-and- o h exchange o ques ions and answe s in
wha is almos eal ime” (Lune & Be g, 2017, p. 80). The choice o
i ual in e iewing was app op ia e because pa icipan s we e
dispe sed ac oss he U.S.
A esea che -c ea ed semi-s uc u ed in e iew p o ocol was de el-
oped based on he li e a u e (Me iam & Tisdell, 2016). I con ained 12
open-ended ques ions designed o ob ain speci ic in o ma ion om
hose in e iewed (C eswell & C eswell, 2018) and suppo he in e -
iewe in explo ing mo e abou hei eelings, beha io s, ich de-
sc ip ions, and in e p e a ions (Me iam, 2009). In e iews las ed
app oxima ely 45 min. The in e iews we e eco ded using he an-
sc ip ion ea u e o Mic oso Teams, in conjunc ion wi h in e iewe
ield no es. The ansc ip was checked o accu acy by he in e iewe
and, du ing his check, any iden i ying in o ma ion was emo ed o
main ain pa icipan con iden iali y. A e he indi idual ansc ip s had
been e iewed o accu acy, membe checks we e conduc ed by sending
hem o he espec i e in e iewees, eques ing eedback ega ding ac-
cu acy and allowing hem o cla i y and edi any esponses. The ideo
eco dings we e des oyed a e he accu acy checks. Da a collec ion
was e mina ed when no new insigh s eme ged om he da a collec ion
and analysis; ha is, da a sa u a ion was eached (Lincoln & Guba,
1985). This p ocess esul ed in 18 inal pa icipan s (N =18), and each
was andomly assigned a code (D1–D18) o epo ing pu poses. See
Table 1 o selec demog aphic in o ma ion.
The pa icipan s’ esponses we e s uc u ally coded and hen
analyzed using compa a i e me hods o iden i y eme gen hemes.
S uc u al coding “applies a con en -based o concep ual ph ase ep e-
sen ing a opic o inqui y o a segmen o da a ha ela es o a speci ic
esea ch ques ion used o ame he in e iew” (Salda˜
na, 2009, p. 67).
This ini ial coding se es as “a s a ing poin o p o ide he esea che
wi h analy ic leads o u he explo a ion” (Salda˜
na, 2009, p. 81).
Wi hin hese codes, compa a i e me hods we e used o u he iden i y
hemes. As i ela es o compa ing and con as ing, Tesch (1990) s a ed
ha i is used o all “in ellec ual asks du ing analysis.… The goal is o
disce n concep ual simila i ies, o e ine he disc imina i e powe o
ca ego ies, and o disco e pa e ns” (p. 96). This p ocess gi es meaning
o he esea ch ques ions (Me iam, 2009). Fou hemes eme ged om
he analysis, which we e hen compa ed o he ex an li e a u e o d aw
conclusions and make ecommenda ions.
T us wo hiness and e hical p ac ices
Rigo ous quali a i e esea ch is g ounded in us wo hiness. This
in ol es c edibili y, ans e abili y, con i mabili y, and dependabili y
(Lincoln & Guba, 1985). C edibili y—a s udy’s in e nal alidi y meas-
u e—was upheld h ough esea che and pa icipan ansc ip accu acy
checks and a pee e iew (Lincoln & Guba, 1985). A pee e iew o he
da a ca ego iza ion was conduc ed wi hin he esea ch eam o educe
indi idual biases and con i m hemes. The use o mul iple in es iga o s
o analyze he da a p o ided a means o iangula ion om mul iple
pe spec i es and unde s andings o he concep a hand (Pa on, 2014).
Fu he mo e, Lune and Be g (2017) de ail ha iangula ion p o ides a
“mo e subs an i e pic u e o eali y; a iche , mo e comple e a ay o
symbols and heo e ical concep s” (p. 14).
T ans e abili y demons a es he applicabili y o he indings o
di e en con ex s. Pu posi e sampling allowed he selec ion o a speci ic
sample o p o ide he mos in o ma ion abou he esea ch opic. This
u he allowed he eade o make a judgmen abou i s ans e abili y
o ano he con ex (Lincoln & Guba, 1985). Mo eo e , by inco po a ing
hick desc ip ions o he s udy con ex and de ailed desc ip ions o he
indings, “ he esul s become mo e ealis ic and iche ” (C eswell &
C eswell, 2018, p. 200). Addi ionally, he inco po a ion o di ec quo es
om he pa icipan s suppo s c edibili y and ans e abili y and gi es
hem a oice as he c ea o s o hei own s o ies (Lincoln & Guba, 1985).
Dependabili y, he abili y o de e mine ha he p ocess o inqui y
was conduc ed co ec ly, was es ablished by c ea ing and main aining
an audi ail. E hical conside a ions mus be gi en o pa icipan s’ well-
being when in e iewing in quali a i e esea ch (Seidman, 2005).
Ins i u ional Re iew Boa d app o al was ob ained as e idence o con-
o ming o he p o essional and e hical egula ions o esea ch and o
p o ec he human pa icipan s’ wel a e.
Findings
This s udy aimed o explo e he ole o upskilling in leade ship
de elopmen p og ams a HEIs and how such ini ia i es a e s uc u ed
o equip he nex gene a ion o leade s. The esea ch ocused on he
pe spec i es o di ec o s o leade ship p og ams and in es iga ed
s a egies used o enhance leade ship eadiness h ough con inuous skill
de elopmen . The ollowing sec ions p esen he eme gen hemes
de i ed om he da a analysis.
1. Li elong lea ning and con inuous skill de elopmen
Table 1
Demog aphic Cha ac e is ics o Pa icipa ing Di ec o s o Leade ship (N =18).
Cha ac e is ic n%
Gende
Female 11 61.1
Male 7 38.9
Yea s in cu en posi ion
<3 5 27.8
3–5 8 44.4
6–9 3 16.7
10–15 2 11.1
Geog aphical loca ion (U.S.)
Sou heas 5 27.8
No heas 5 27.8
Midwes 5 27.8
Wes 3 16.7
No e. To als o pe cen ages a e no 100 o e e y cha ac e is ic because o
ounding.
G. Dahe -A mache e al.
Jou nal o Inno a ion & Knowledge 10 (2025) 100754
4
2. S a egies o upskilling he nex gene a ion o leade s
3. Indus y pa ne ships o eal-wo ld leade ship exposu e
4. Men o ship, coaching, and ce i ica ion as upskilling ools
Li elong lea ning and con inuous skill de elopmen
The indings indica e ha con inuous skill de elopmen is essen ial
o leade ship p epa a ion. Di ec o s emphasized ha adi ional models
o educa ion a e insu icien o equip s uden s wi h he leade ship
compe encies necessa y o he e ol ing wo k o ce. This aligns wi h he
In oduc ion sec ion’s asse ion ha HEIs mus p io i ize adap abili y
aining and wo k o ce eadiness (Wo ld Economic Dahe -A mache &
A mache, 2024; Wo ld Economic Fo um, 2025). Table 2 ou lines he
heme and ep esen a i e quo es ha suppo he analysis.
Pa icipan s s ongly suppo ed he idea ha leade ship educa ion
mus ex end beyond a one- ime lea ning expe ience and ins ead become
a li elong p ocess. Di ec o 1 poin ed ou ha HEIs mus eposi ion
hemsel es o con inuously imp o e, s a ing, “we mus be be e han
las ime.” These indings con i m ha highe educa ion mus shi o-
wa d embedding adap abili y aining in o leade ship p og ams, align-
ing wi h he p edic ions ha 39 % o employees’ co e skills will change
by 2030 (Wo ld Economic Fo um, 2025).
S a egies o upskilling he nex gene a ion o leade s
Di ec o s iden i ied mul iple s a egies o upskilling s uden s,
emphasizing he impo ance o expe ien ial lea ning, eal-wo ld appli-
ca ion, and adap abili y aining. Pa icipan s highligh ed ha leade -
ship p og ams mus de elop om pu ely heo e ical cou sewo k in o
comp ehensi e skill-building expe iences. Table 3 ou lines he heme
and ep esen a i e quo es ha suppo he analysis.
Se e al di ec o s unde sco ed he need o s uc u ed leade ship
aining p og ams ha in eg a e p ac ical lea ning oppo uni ies. Di-
ec o 13 s essed he impo ance o os e ing inclusi i y and communi y
in leade ship aining, ensu ing ha s uden s de elop leade ship s yles
ha accommoda e di e se pe spec i es. Expe ien ial lea ning eme ged
as a key app oach o leade ship de elopmen . Di ec o 2 ad oca ed o
job-shadowing oppo uni ies. This s a egy aligns wi h he In-
oduc ion’s emphasis on he need o HEIs o p o ide s uc u ed,
applied leade ship aining (Dahe -A mache & A mache, 2024). Di-
ec o s also highligh ed ha leade ship aining should ex end beyond
s uden s o include acul y de elopmen . Di ec o 6 no ed ha acul y
leade ship aining is essen ial o ins i u ional sus ainabili y, adding,
“People a e lea ing he ield o he p i a e sec o because hey do no
eel app ecia ed.” Ensu ing ha acul y ecei e con inuous leade ship
aining helps c ea e a mo e e ec i e lea ning en i onmen o s uden s
and ein o ces he ole o HEIs as leade ship incuba o s.
Indus y pa ne ships o eal-wo ld leade ship exposu e
Di ec o s main ained ha academic aining alone is insu icien and
ha collabo a ions wi h indus y a e essen ial o p epa ing s uden s o
leade ship oles. HEIs mus p o ide s uden s wi h oppo uni ies o apply
hei leade ship skills in eal-wo ld en i onmen s, ensu ing ha g ad-
ua es a e wo k o ce- eady. Table 4 ou lines he heme and ep esen a-
i e quo es ha suppo he analysis.
Di ec o 1 s essed ha HEIs should acili a e ex e nal consul ing
p ojec s, leade ship in e nships, and ne wo king oppo uni ies, allowing
s uden s o gain hands-on expe ience. Findings e eal ha leade ship
p og ams should build ela ionships ac i ely wi h ex e nal o ganiza ions
o p o ide s uden s wi h indus y exposu e. Di ec o 12 poin ed ou ha
while s uden leade ship p og ams a e ypically ee, acul y de elop-
men o en equi es inancial in es men , which limi s pa icipa ion.
Expanding indus y collabo a ion can help b idge he wo k o ce eadi-
ness gap and be e p epa e s uden s o leade ship posi ions. The
In oduc ion highligh s a g owing conce n ha wi hou s uc u ed
leade ship aining, HEIs isk p oducing g adua es who lack he neces-
sa y compe encies o h i e in dynamic p o essional en i onmen s (Bok,
2020).
Men o ship, coaching, and ce i ica ion as upskilling ools
Men o ship and s uc u ed ce i ica ion we e widely ecognized as
essen ial leade ship de elopmen ools. Di ec o s main ained ha
con inuous p o essional de elopmen , beyond a adi ional deg ee, is
Table 2
Li elong lea ning and con inuous skill de elopmen : Rep esen a i e quo es.
Theme Rep esen a i e Quo es
Commi men o
Con inuous Lea ning
“Con inue o lea n and g ow.” (D4)
“Con inue o build ha e icacy.” (D8)
“Con inue o lea n and g ow as an indi idual … ha ing
a e e ence o lea ning.” (D11)
[li elong lea ning] “a li elong p ocess, … a big
esponsibili y as a leade o con inue o de elop
you sel .” (D15)
“Lea ning is a con inuous p ocess; i is a con inuous
jou ney.” (D17)
“We’ e go o be commi ed o lexibili y, we’ e go o
be commi ed o adap abili y, and we’ e go o be
commi ed o jus open-mindedness and how
leade ship looks o his nex gene a ion o leade s,
whe he s uden s, acul y o s a .” (D2)
No e. This lis ep esen s quo es ha guided he esea che s in quali a i e
heming. I is no an inclusi e lis o quo es.
Table 3
S a egies o Upskilling he Nex Gene a ion o Leade s: Rep esen a i e Quo es.
Theme Rep esen a i e Quo es
S a egies o
Upskilling
[Fo ] “ he de elopmen o u u e leade s, we p o ide hem
wi h a lo o ools and s a egies. We do a lo o case s udies. …
suppo ing hem wi h con e ences and aining.” (D4)
“We y o simula e si ua ions ha we an icipa e hem ha ing
so ha hey can y o lea n” (D4)
“We gi e hem he oppo uni y o walk beside he people o
he pe son who was succeeding hem so hey can eally ge a
clea unde s anding o wha leade ship looks like.” (D2)
“Leade ship de elopmen happens h ough p ac ice. I is
walking wi h hem.” (D7)
No e. This lis ep esen s quo es ha guided he esea che s in quali a i e
heming. I is no an inclusi e lis o quo es.
Table 4
Indus y Pa ne ships o Real-Wo ld Leade ship Exposu e: Rep esen a i e
Quo es.
Theme Rep esen a i e Quo es
Indus y
Pa ne ships
“… eaching leade ship mus go beyond ex books. Facul y
mus ha e access o p o essional de elopmen con e ences o
s ay upda ed on eme ging leade ship ends.” (D2)
[empowe ing acul y] o “…ge wi h o ganiza ions, igu e ou
oppo uni ies o consul ing, igu e ou oppo uni ies o
change managemen p ojec s and social mobili y e o s ha
exis wi hin de eloping con ex s a ound he wo ld. Because
hen we’ e ex ending ou scope o wha we do and how we do
i .” (D1)
“We do a eally poo job, … ansi ioning o a eal-wo ld
pe spec i e and in i ing au hen ic audience and au hen ic
challenge, eal people om he communi y and eal people
om he co po a e o ganiza ions on o ou college campuses o
wo k wi h ou s uden s… Tha ’s he b oadening” (D1)
“… he ongoing aining no only in e nally bu also ex e nally
in o de o de elop addi ional skills.” (D16)
No e. This lis ep esen s quo es ha guided he esea che s in quali a i e
heming. I is no an inclusi e lis o quo es.
G. Dahe -A mache e al.
Jou nal o Inno a ion & Knowledge 10 (2025) 100754
5
necessa y o leade ship success. Table 5 ou lines he heme and ep e-
sen a i e quo es ha suppo he analysis.
Men o ship eme ged as a c ucial componen in upskilling leade s.
Di ec o 5 ein o ced his pe spec i e, highligh ing he ole o
ne wo king and in o mal men o ship in leade ship de elopmen . The
di ec o explained ha leade ship p og ams should ocus on “in es ing
in s uden s by o e ing ne wo king oppo uni ies and making su e hey
a e a e en s whe e in luen ial alumni a e p esen .” This app oach aligns
wi h he inding ha high-po en ial leade s equen ly lea e o ganiza-
ions due o a lack o ca ee ad ancemen oppo uni ies (Ba anchenko
e al., 2020), making s uc u ed men o ship c i ical. Ce i ica ions and
mic o c eden ials we e also iden i ied as aluable leade ship de elop-
men ools. Di ec o 9 added ha mic o c eden ials help s uden s “s ay
ahead o indus y ends and emain compe i i e in leade ship oles.”
These insigh s con i m he In oduc ion’s claim ha HEIs mus in eg a e
s uc u ed upskilling pa hways in o leade ship p og ams o be e p e-
pa e s uden s o e ol ing p o essional demands.
O e all, he indings con i m ha HEIs mus embed s uc u ed
leade ship upskilling in o s uden and acul y de elopmen p og ams o
ensu e g adua es a e wo k o ce- eady. Leade ship educa ion mus p i-
o i ize adap abili y, expe ien ial lea ning, indus y collabo a ion, and
men o ship o equip s uden s e ec i ely o p o essional success. The
s udy sugges s se e al bes p ac ices, including in eg a ing leade ship
aining in o bo h s uden and acul y de elopmen p og ams, os e ing
indus y pa ne ships, implemen ing men o ship ini ia i es, and
encou aging li elong lea ning h ough ce i ica ions and mic o c eden-
ials. By adop ing a s uc u ed app oach o leade ship upskilling, HEIs
can b idge he leade ship skills gap and ensu e ha s uden s de elop he
necessa y compe encies o h i e in dynamic p o essional en i onmen s.
This s udy p o ides wo kable ecommenda ions o acul y, adminis-
a o s, and policymake s seeking o enhance leade ship aining models
in highe educa ion.
Discussion
The indings o his s udy ein o ce he need o con inuous skill
de elopmen and upskilling in leade ship educa ion, aligning wi h p io
esea ch ha emphasizes li elong lea ning as a key compe ency o
u u e leade s (Dahe -A mache & A mache, 2024; Li e al., 2025; Wo ld
Economic Fo um, 2025). This aligns wi h Mei e al. (2023), who un-
de sco e he impo ance o in eg a ing u u e wo k o ce compe encies
in o HEI p og ams o mee changing leade ship demands. This s udy
highligh s how HEIs mus mo e beyond adi ional, heo e ical
leade ship aining and adop a mo e dynamic, skill-based app oach ha
in eg a es expe ien ial lea ning, adap abili y aining, and indus y
collabo a ion, a conclusion u he suppo ed by p e ious esea ch (Li,
2024). Simila ly, Lu (2023) highligh s ha inno a ion-d i en, hands-on
lea ning mechanisms a e c ucial o mode n leade ship educa ion, sup-
po ing he call o expe ien ial models. As leade ship compe encies
e ol e alongside echnological ad ancemen s and changing wo k o ce
demands, HEIs mus ensu e ha hei p og ams cul i a e leade s who
a e lexible, inno a i e, and p epa ed o eal-wo ld challenges.
Findings indica e ha leade ship educa ion mus ex end beyond a
single lea ning expe ience o become a li elong p ocess. This inding
aligns wi h ecen esea ch by Zuo e al. (2025), who indica ed ha
li elong lea ning ha includes o mal and in o mal pa hways is a li e-
ime p ocess. Di ec o s in his s udy emphasized ha HEIs mus p epa e
leade s who upskill con inuously o emain ele an in a de eloping
wo k o ce. This aligns wi h p e ious esea ch om he p e ailing aca-
demic pe spec i e, sugges ing ha e ec i e knowledge managemen is
c ucial o sus aining compe i i eness in oday’s knowledge-d i en en-
i onmen s (Dedunu e al., 2025; Sang, 2024). I u he aligns wi h
esea ch sugges ing ha highe educa ion mus shi owa d embedding
adap abili y aining in o leade ship p og ams o add ess he 39 %
change in co e employee skills p edic ed by 2030 (Wo ld Economic
Fo um, 2025). P e ious li e a u e emphasizes ha leade ship de elop-
men equi es ongoing engagemen in lea ning oppo uni ies ha ocus
on lexibili y, c i ical hinking, and esilience (Kouzes & Posne , 2019).
Di ec o s emphasized ha leade ship is inc easingly de ined by he
abili y o na iga e complexi y and unce ain y a he han by echnical
expe ise alone (e.g. Yukl & Ga dne , 2020). Mo eo e , he di ec o s
unde sco ed he impo ance o os e ing adap abili y, open-mindedness,
and p oblem-sol ing skills, which a e c i ical o u u e leade s. This
inding is consis en wi h ecen esea ch by Zuo e al. (2025), who
emphasized adap abili y in an e e -changing economy.
The s udy u he highligh s he impo ance o expe ien ial lea ning
as a c i ical s a egy o upskilling he nex gene a ion o leade s. Di-
ec o s indica ed ha leade ship p og ams should inco po a e case-
based lea ning, simula ions, and job-shadowing o b idge he gap be-
ween heo e ical knowledge and eal-wo ld applica ion. This inding
aligns wi h Lu (2023), who indica ed ha inno a ion-d i en, hands-on
lea ning mechanisms a e c ucial o mode n leade ship educa ion,
suppo ing he call o expe ien ial models. Mo eo e , i aligns wi h
esea ch sugges ing ha expe ien ial lea ning os e s p oblem-sol ing,
decision-making, and adap abili y, ep esen ing co e leade ship com-
pe encies equi ed in mode n wo kplaces (Bok, 2020). S uc u ed
leade ship aining p og ams ha in eg a e o mal and in o mal
lea ning me hods a e essen ial o ensu ing ha s uden s gain p ac ical
leade ship expe ience. This inding aligns wi h ecen esea ch by Zuo
e al. (2025), who s essed ha li elong lea ning includes o mal and
in o mal pa hways. P e ious esea ch has demons a ed ha app en-
iceships and men o ship p og ams signi ican ly enhance leade ship
capabili ies (Dahe -A mache & A mache, 2024; Li, 2024). Addi ionally,
acul y leade ship de elopmen was iden i ied as a key ac o in ins i-
u ional sus ainabili y. Di ec o s no ed ha a lack o leade ship aining
oppo uni ies o acul y con ibu es o dissa is ac ion and a i ion in
HEIs, aligning wi h esea ch sugges ing ha acul y aining in leade -
ship de elopmen plays a c ucial ole in sus aining ins i u ions and
imp o ing s uden lea ning ou comes (Rehbock, 2020).
Di ec o s emphasized he impo ance o pa ne ships be ween HEIs
and indus y o eal-wo ld exposu e o u u e leade s. This inding is
consis en wi h Li e al. (2023), who sugges ed ha inno a ion oday
demands collabo a ion among s akeholde s, including pa ne ships be-
ween companies and HEIs. Fu he mo e, DDI (2023)’s s udy, which
e ealed ha academic aining alone is insu icien o p epa e s uden s
o leade ship oles, ein o cing p io esea ch ha calls o his close
collabo a ion. Mo eo e , di ec o s unde sco ed he impo ance o
ex e nal consul ing p ojec s, in e nships, and p o essional ne wo king in
leade ship de elopmen . They indica ed ha HEIs should acili a e
Table 5
Men o ship, coaching, and ce i ica ion as upskilling ools.
Theme Rep esen a i e Quo es
Men o ship, Coaching, and
Ce i ica ion
“… by wo king wi h a men o , s uden s c ea e bonds
and syne gy ha allow hem o g ow as leade s and
ansi ion e ec i ely in o leade ship oles.” (D4)
“I would c ea e oppo uni ies so ha he nex
gene a ion o leade s a e exposed [ eal si ua ions],
gi e hem some p ojec s, coach hem along he way, so
ha hey can eally unde s and… and ha e an ac i e
ole in i .” (D4)
“… indi iduals ha e o ha e he desi e, he will, he
commi men o lea n…. They ha e o be willing o ask
ques ions and o be coached.” (D4)
“I is he way o lead people because i allows hem o
see ha you a e willing o do he same hing ha
you’ e elling you people o do. I ’s no ‘do as I say
and no as I do’…i encou ages o he people o
con inue o g ow.” (D15)
“Keeping up wi h jou nal a icles, esea ch, and
indus y ends h ough LinkedIn and o he
p o essional o ganiza ions is c ucial.” (D15)
No e. This lis ep esen s quo es ha guided he esea che s in quali a i e
heming. I is no an inclusi e lis o quo es.
G. Dahe -A mache e al.
Jou nal o Inno a ion & Knowledge 10 (2025) 100754
6
ex e nal oppo uni ies, ex ending hei scope beyond adi ional
lea ning spaces o eal-wo ld con ex s, which can b idge he wo k o ce
eadiness gap and be e p epa e s uden s o leade ship posi ions. This
inding aligns wi h ecen esea ch by Wang e al. (2023), who ound
ha s ong ex e nal indus y collabo a ion is a key d i e o success ul
digi al and leade ship ans o ma ion in HEIs, and McGunagle and Zizka
(2020) who added ha indus y collabo a ions p o ide s uden s wi h
applied leade ship expe iences and p epa e hem o wo k o ce de-
mands. Howe e , he indings highligh access ba ie s, pa icula ly
inancial cons ain s ha limi acul y pa icipa ion in leade ship
aining. Resea ch sugges s ha HEIs should p io i ize unding o ac-
ul y leade ship aining, as i has long- e m bene i s o s uden lea ning
and ins i u ional success (Dahe -A mache & A mache, 2024). Expand-
ing indus y collabo a ions and secu ing ex e nal unding sou ces can
p o ide addi ional suppo o bo h s uden s and acul y.
Men o ship eme ged as ano he essen ial componen o leade ship
de elopmen , ein o cing p e ious esea ch on he e ec i eness o
men o ship in p o essional g ow h (Day, 2000; Kouzes & Posne , 2019;
Zuo e al., 2025). This inding is consis en wi h ecen esea ch by Li
e al. (2023), who indica ed ha launching men o ship o coaching
schemes s eng hens he capaci y and skills de elopmen o s akeholde s
and acili a es knowledge-sha ing oppo uni ies (Li e al., 2023). This
inding also aligns wi h ecen esea ch by Zuo e al. (2025), who
unde sco ed he ole o li elong lea ning in os e ing a g ow h mindse
among adul lea ne s, highligh ing he alue o men o ship and lexible
educa ional amewo ks in suppo ing his de elopmen . Di ec o s
poin ed ou ha men o ship os e s ca ee eadiness, enhances leade -
ship compe encies, and inc eases e en ion a es. Ne wo king was also
iden i ied as a key elemen o leade ship aining, and s uc u ed
men o ship and ne wo king oppo uni ies ha e been shown o imp o e
ca ee p og ession and leade ship de elopmen . This aligns wi h
esea ch by Fe ei a Da Sil a e al. (2023), who s ess ha men o ship
and leade ship engagemen a e c ucial elemen s in ag icul u al g adua e
leade ship p og ams, o e ing c oss-sec o applicabili y. Di ec o s
u he no ed ha men o ship builds con idence in eme ging leade s and
helps hem ansi ion in o leade ship oles mo e e ec i ely.
Ce i ica ions and mic o c eden ials we e iden i ied as aluable ools
o con inuous leade ship de elopmen . Di ec o s s essed he impo -
ance o p o essional de elopmen beyond he adi ional deg ee,
emphasizing he ole o con inuous lea ning h ough jou nal a icles,
esea ch, and indus y engagemen . This inding suppo s p io esea ch
showing ha mic o c eden ials help indi iduals emain compe i i e in
e ol ing job ma ke s by p o iding a ge ed skill de elopmen . I aligns
wi h he esea ch by Wang e al. (2023) who main ained ha in eg a ing
lexible and con inuous educa ion models is c i ical o sus aining digi al
ans o ma ion and inno a ion in highe educa ion. Di ec o s no ed ha
ce i ica ion p o ides a s uc u ed app oach o leade ship upskilling,
con i ming ha HEIs mus in eg a e compe ency-based lea ning pa h-
ways in o leade ship p og ams o be e p epa e s uden s o changing
p o essional demands (Dahe -A mache & A mache, 2024).
These indings highligh he u gen need o HEIs o p io i ize li e-
long lea ning, adap abili y aining, and expe ien ial lea ning in lead-
e ship de elopmen p og ams. Consis en wi h p e ious esea ch, he
s udy con i ms ha HEIs mus go beyond adi ional heo e ical edu-
ca ion and in eg a e applied leade ship aining, indus y pa ne ships,
and s uc u ed men o ship p og ams o upskill s uden s and acul y
e ec i ely (Wo ld Economic Fo um, 2025; Yukl & Ga dne , 2020).
Mo eo e , ecen indings by Li e al. (2024) on he challenges o digi al
inno a ion in HEIs unde sco e he impo ance o adap ing educa ional
models o os e agili y, in e disciplina y skills, and leade ship eadiness
o e ol ing p o essional en i onmen s. By enhancing leade ship
de elopmen ini ia i es, HEIs can be e p epa e u u e leade s o mee
he demands o a dynamic wo k o ce and d i e meaning ul con ibu-
ions ac oss indus ies.
Theo e ical and p ac ical implica ions
The indings o his s udy con ibu e o heo e ical and p ac ical
unde s andings o leade ship upskilling in HEIs. Theo e ically, he s udy
ex ends human capi al heo y by demons a ing how leade ship ups-
killing se es as a s a egic in es men in de eloping indi iduals’ ca-
pabili ies, enhancing ins i u ional and economic ou comes, which
acco ds wi h p e ious indings on he de eloping needs o inno a ion
and human esou ce managemen in HEIs (Li e al., 2024; Papa e al.,
2020). The s udy u he suppo s li elong lea ning heo y, ein o cing
he idea ha leade ship de elopmen is a con inuous p ocess a he han
a ini e educa ional expe ience. The pe spec i es o leade ship p og am
di ec o s emphasize ha HEIs mus in eg a e leade ship upskilling in o
o mal academic cu icula as well as h ough expe ien ial lea ning,
men o ship, and indus y collabo a ion. This app oach mi o s ecen
calls o compe ency-based educa ion and inno a ion- ocused aining
in HEIs o mee labo ma ke demands (Mei e al., 2023; Wang e al.,
2023).
F om a human capi al pe spec i e, he s udy unde sco es HEIs’
c i ical ole in equipping s uden s wi h leade ship compe encies ha
enhance employabili y and ca ee ad ancemen . The indings sugges
ha o b idge he gap be ween academic leade ship aining and eal-
wo ld applica ion, HEIs mus o e come s uc u al challenges in digi al
ans o ma ion and educa ional inno a ion, as highligh ed by Li, Sun, Ye
and Ma dani (2024). T adi ional leade ship educa ion models, p ima ily
ocusing on heo e ical ins uc ion, ail o ully p epa e s uden s o he
challenges o leade ship in dynamic and unce ain p o essional en i-
onmen s (Li, 2024). The indings ein o ce he a gumen ha leade -
ship aining mus be compe ency-based, inco po a ing adap abili y,
decision-making, and p oblem-sol ing skills, which employe s inc eas-
ingly ecognize as essen ial (Yukl & Ga dne , 2020).
In p ac ical e ms, he indings ha e signi ican implica ions o
cu iculum design, acul y de elopmen , and ins i u ional leade ship
policies. Fi s , he indings emphasize he impo ance o es uc u ing
leade ship p og ams o inco po a e mo e hands-on lea ning oppo u-
ni ies. This is consis en wi h esea ch by Mei e al. (2023), who s essed
ha u u e wo k o ce compe encies equi e imme si e, expe ien ial
lea ning in eg a ed in o o mal educa ion sys ems. Mo eo e , leade ship
upskilling should no be con ined o isola ed cou sewo k; i should be
in eg a ed in o in e disciplina y p og ams, o e ing s uden s oppo u-
ni ies o engage wi h complex leade ship challenges in eal-wo ld con-
ex s. The s udy highligh s he need o HEIs o p omo e s ong
pa ne ships wi h indus ies, p o iding s uden s wi h in e nships, lead-
e ship esidencies, and p ojec -based lea ning expe iences ha mi o
p o essional leade ship esponsibili ies. This need mi o s Lu’s (2023)
indings on make educa ion, which is an inno a ion-d i en, hands-on
lea ning app oach ha enhances s uden s’ aining and leade ship
de elopmen . Wi hou hese oppo uni ies, g adua es isk en e ing he
wo k o ce unp epa ed o leade ship oles ha demand adap abili y and
inno a ion (Bok, 2020; Rosche e al., 2023).
Facul y de elopmen also eme ges as a c ucial a ea o ins i u ional
imp o emen . Many acul y membe s a e no o mally ained in lead-
e ship educa ion, which limi s hei abili y o men o and guide s uden s
e ec i ely in leade ship de elopmen . The indings sugges ha acul y
aining p og ams should include leade ship coaching me hodologies,
in e disciplina y collabo a ion echniques, and indus y engagemen
s a egies o ensu e ha educa o s a e equipped o cul i a e leade ship
skills in s uden s. Simila ly, Li, Chen and Al asheedi (2023) ound ha
collabo a i e inno a ion sys ems in HEIs o en ail due o insu icien
acul y de elopmen and engagemen wi h indus y s anda ds. In-
s i u ions ha in es in acul y leade ship aining can enhance bo h
s uden ou comes and ins i u ional e ec i eness (Rehbock, 2020).
Mo eo e , he indings indica e ha acul y should be encou aged o
engage in con inuous lea ning hemsel es, emb acing upskilling
h ough p o essional de elopmen p og ams, ce i ica ions, and lead-
e ship aining wo kshops.
G. Dahe -A mache e al.
Jou nal o Inno a ion & Knowledge 10 (2025) 100754
7
Ano he signi ican p ac ical implica ion is he need o HEIs o
c ea e s uc u ed pa hways o leade ship upskilling ha ex end beyond
deg ee p og ams. Wang e al. (2023) s essed ha in eg a ing lexible
and con inuous educa ion models is c i ical o sus aining digi al
ans o ma ion and inno a ion in highe educa ion. The s udy’s indings
sugges ha leade ship compe encies should be de eloped h ough
mic o c eden ialing, ce i ica ion, and ongoing p o essional de elop-
men ini ia i es. Uni e si ies ha adop lexible lea ning models such as
online leade ship aining p og ams, leade ship boo camps, and exec-
u i e educa ion cou ses can be e suppo s uden s and p o essionals in
hei con inuous leade ship de elopmen (Wo ld Economic Fo um,
2025). Gi en he apid pace o change in p o essional en i onmen s,
leade ship aining should no end upon g adua ion bu should be
embedded in li elong lea ning ini ia i es.
Ins i u ional leade ship policies mus e ol e o suppo he g owing
emphasis on leade ship upskilling. Uni e si y adminis a o s mus
ecognize he alue o leade ship educa ion as a key componen o u u e
s uden success and wo k o ce eadiness. The indings sugges ha HEIs
should alloca e unding and esou ces o leade ship aining p og ams,
ensu ing ha s uden s ha e access o men o ship, ca ee coaching, and
leade ship ne wo king oppo uni ies. Simila ly, Fe ei a Da Sil a e al.
(2023) a gue ha leade ship de elopmen in HEIs mus be s a egic and
suppo ed by ins i u ion-wide commi men o building u u e leade s.
Fu he mo e, policies should encou age in e disciplina y collabo a ion
among academic depa men s o embed leade ship aining ac oss
a ious ields o s udy, a he han limi ing i o business o managemen
p og ams. Conside ing he inc easing complexi y o leade ship oles,
s uden s om di e se disciplines, including STEM, humani ies, and so-
cial sciences, should be exposed o leade ship de elopmen ini ia i es
ha enhance hei p oblem-sol ing and s a egic decision-making abil-
i ies (F iesen, 2020).
Addi ionally, his s udy highligh s he impo ance o men o ship as a
co e s a egy o leade ship upskilling. The indings sugges ha
eme ging leade s bene i signi ican ly om men o ship ela ionships
wi h expe ienced acul y, adminis a o s, and indus y p o essionals.
Mo eo e , HEIs should de elop o mal men o ship p og ams ha pai
s uden s wi h leade ship p ac i ione s, allowing o knowledge ans e ,
p o essional guidance, and eal-wo ld leade ship exposu e. These p o-
g ams can aise s uden s’ leade ship con idence and p epa e hem o
ca ee p og ession in ways ha adi ional class oom ins uc ion canno
achie e (Dahe -A mache & A mache, 2024; Kouzes & Posne , 2019).
Finally, he indings unde sco e he b oade socie al implica ions o
leade ship upskilling in HEIs. As he wo k o ce becomes inc easingly
knowledge-based, uni e si ies’ abili y o de elop adap able, esilien
leade s di ec ly a ec na ional and global compe i i eness. Ins i u ions
ha ail o p io i ize leade ship aining isk p oducing g adua es who
a e ill-equipped o lead in complex, dynamic en i onmen s. This is
consis en wi h calls o HEIs o se e as hubs o inno a ion and esil-
ience in he ace o echnological and socie al changes (Li e al., 2023;
Wang e al., 2023). By embedding leade ship upskilling in o highe
educa ion amewo ks, HEIs can play a ans o ma i e ole in shaping
u u e leade s who a e p epa ed o add ess socie al challenges, d i e
inno a ion, and lead o ganiza ions e ec i ely (DDI, 2023; Wo ld Eco-
nomic Fo um, 2025).
In conclusion, his s udy highligh s he necessi y o HEIs o adop a
s uc u ed, compe ency-d i en app oach o leade ship upskilling. The
heo e ical con ibu ions align wi h human capi al and li elong lea ning
heo ies, ein o cing he idea ha leade ship de elopmen is a con in-
uous p ocess ha equi es sus ained in es men om uni e si ies. In
p ac ical e ms, he indings emphasize he need o cu iculum en-
hancemen s, acul y aining, in e disciplina y leade ship educa ion,
men o ship p og ams, and ins i u ional policy e o ms o be e p epa e
s uden s o leade ship oles in he e ol ing wo k o ce. Fu he mo e, as
leade ship demands con inue o shi , HEIs mus emb ace inno a ion in
leade ship aining o ensu e ha s uden s, acul y, and ins i u ional
leade s a e equipped o success in he 21s cen u y.
Conclusion and u u e esea ch
Conclusion
This s udy highligh s HEIs’ c i ical ole in ad ancing leade ship
upskilling by embedding li elong lea ning, expe ien ial aining, and
in e disciplina y collabo a ion in o leade ship de elopmen p og ams.
D awing on he insigh s o leade ship p og am di ec o s, he indings
demons a e ha adi ional, heo y-d i en leade ship educa ion is no
longe su icien o mee he demands o a dynamic and inc easingly
complex wo k o ce. The e o e, HEIs mus p io i ize compe ency-based
educa ion models ha os e adap abili y, c i ical hinking, inno a-
ion, and p o essional esilience. G ounded in human capi al and li e-
long lea ning heo ies, his s udy con ibu es o he changing
unde s anding o leade ship educa ion as a con inuous and s a egic
in es men in u u e leade s. Al hough his s udy’s ocus on U.S. HEIs
p o ides aluable con ex ual insigh s, i unde sco es he impo ance o
b oade ins i u ional ans o ma ions ha can be adap ed ac oss di e se
educa ional se ings. By esponding p oac i ely o hese challenges,
HEIs can play a ans o ma i e ole in p epa ing u u e leade s capable
o na iga ing complexi y, d i ing inno a ion, and con ibu ing mean-
ing ully o hei o ganiza ions and socie ies.
Limi a ions and u u e lines o esea ch
The scope o his s udy cen e s on di ec o s o leade ship a U.S. HEIs,
ocusing on hei pe spec i es on li elong lea ning and leade ship ups-
killing. Al hough his s udy ollows a igo ous quali a i e esea ch
design, i s indings may no be en i ely gene alizable o o he educa-
ional sys ems. Ins i u ional app oaches o li elong lea ning a y ac oss
di e en egions, and he inclusion o a b oade ange o pa icipan s,
such as acul y, s uden s, and policymake s, could ha e yielded di e en
insigh s. Mo eo e , selec ion bias may be p esen , as quali a i e esea ch
elies on olun a y pa icipa ion by indi iduals wi h di ec expe ise in
he subjec a ea (Lincoln & Guba, 1985). Despi e hese limi a ions, his
s udy con ibu es aluable insigh s in o leade ship de elopmen s a e-
gies wi hin U.S. HEIs. To build on hese indings, u u e esea ch should
expand he s udy scope by inco po a ing su ey-based and quan i a i e
me hodologies, enhancing he gene alizabili y o esul s. Compa a i e
s udies ac oss mul iple educa ional sys ems and in e na ional in-
s i u ions could p o ide a mo e comp ehensi e iew o li elong lea ning
implemen a ion. Fu he explo a ion o he ba ie s o leade ship ups-
killing and he e ol ing skill se s equi ed o u u e leade s would add
dep h o he discussion. In es iga ing how a i icial in elligence (AI) and
digi al lea ning ools can suppo leade ship educa ion may o e inno-
a i e solu ions o cu en challenges. Mo eo e , long- e m s udies
acking he impac o li elong lea ning ini ia i es on ca ee ad ance-
men and employabili y would p o ide u he e idence o hei e ec-
i eness. Fu u e esea ch should explo e app oaches o os e s onge
collabo a ion be ween academia and indus y, ensu ing ha leade ship
educa ion aligns wi h wo k o ce demands. Examining how eme ging
echnologies, such as machine lea ning and AI, in luence leade ship
aining and decision-making p ocesses would be bene icial. Expanding
esea ch o include communi y colleges and in e na ional uni e si ies
would p o ide a mo e di e se pe spec i e on leade ship educa ion.
Mo eo e , u he esea ch is needed o explo e how eme ging ech-
nologies, such as AI and digi al lea ning pla o ms, can enhance lead-
e ship de elopmen and o iden i y bes p ac ices ha suppo global
leade ship eadiness. Finally, analyzing bes p ac ices om ins i u ions
wi h well-es ablished li elong lea ning p og ams and assessing hei
adap abili y o di e en educa ional con ex s would o e ac ionable
ecommenda ions o imp o ing leade ship upskilling s a egies
globally.
G. Dahe -A mache e al.
Jou nal o Inno a ion & Knowledge 10 (2025) 100754
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