The Educational Leadership Model of Deans in Chinese Universities
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This study developed and validated a four-dimensional model of deans’ educational leadership and examined its effects on organizational effectiveness in Chinese universities. An explanatory sequential mixed-methods design was employed. The quantitative phase involved 1,286 respondents, including 86 deans, 400 faculty members, and 800 undergraduate students selected from public and private universities in mainland China. The qualitative phase comprised interviews with 36 participants from six case universities. Quantitative data were analyzed using confirmatory factor analysis and structural equation modeling, while qualitative data were examined through thematic coding. The measurement model demonstrated satisfactory reliability and convergent validity, with Cronbach’s alpha coefficients ranging from .85 to .89, composite reliability values from .87 to .91, and average variance extracted values from .63 to .68. Second-order confirmatory factor analysis supported academic, strategic, cultural, and technological leadership as four related dimensions of deans’ educational leadership. The measurement model showed an acceptable fit (χ²/df = 2.15, GFI = .93, NFI = .92, RMSEA = .069). The structural model also fitted the data adequately (χ²/df = 2.37, GFI = .92, NFI = .91, RMSEA = .071). All four leadership dimensions had significant positive effects on organizational effectiveness (β = .61–.72, p < .001), supporting H1–H4. The qualitative findings provided contextual explanations of how these dimensions operated across different institutional settings. The resulting framework offers practical guidance for dean selection, leadership development, performance evaluation, and university governance in China.
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