ACADEMIC LEADERSHIP COMPONENTS OF EDUCATIONAL INSTITUTION ADMINISTRATORS IN CHONGQING COLLEGE OF INTERNATIONAL BUSINESS AND ECONOMICS, CHINA
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The profound impact of globalization has driven transformative changes across political, economic, technological, and sociocultural domains, placing increasing pressure on education systems to adapt. The focus has shifted from mere knowledge transmission to cultivating intellectually capable, ethically grounded, and innovative human capital. Academic leadership has thus emerged as a critical factor in enhancing educational quality and institutional effectiveness.
In China, national policies such as the National Education Development Plan (2018–2037) and the National Education Act (2021) emphasize the importance of visionary and adaptable academic leadership. This form of leadership encompasses strategic vision, curriculum design, instructional supervision, environmental management, innovation promotion, human resource motivation, and the nurturing of a continuous learning culture. These dimensions collectively shape institutions’ ability to implement reforms, improve teaching and learning, and prepare students for complex global challenges.
Despite progressive policies, Chinese higher education institutions-such as Chongqing College of International Business and Economics-still face challenges in curriculum coherence, instructional quality, technology integration, and student outcomes. Reports indicate deficiencies in critical thinking, ethical behavior, and graduate employability, highlighting the need for more effective and context-specific academic leadership.
In response, this study aims to explore and synthesize the components of an academic leadership model tailored to the administrative context of Chongqing College. By analyzing structural relationships among key leadership dimensions and aligning theoretical frameworks with actual practice, the study seeks to propose a robust, adaptable model. The findings are expected to contribute to the academic leadership discourse by offering empirically grounded, practical insights that support institutional improvement, faculty development, and educational innovation in similar contexts.
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