Digital transformation capability in higher education management reframing leadership, data governance, and institutional performance

Abstract

This study reviews how digital transformation capability reframes leadership, data governance, and institutional performance in higher education management. Grounded in Dynamic Capability Theory and Institutional Theory, it synthesises scholarship on digital transformation capability, digital leadership, strategic decision making, data governance, digital readiness, institutional policies, accountability, operational efficiency, and institutional performance. Using a comprehensive literature review and deductive thematic analysis, the paper identifies eight interconnected themes that explain how universities adopt digital systems, govern data, support evidence based management, and improve academic and administrative outcomes. The findings show that digital transformation is not only a technological process but also a strategic and governance oriented capability through which leadership capacity, data responsibility, institutional readiness, policy alignment, and performance expectations are negotiated. The review further indicates that clear data governance, accountable leadership, digital readiness, ethical technology use, and transparent institutional policies can reduce fragmented digital practices and strengthen institutional trust. The study contributes a governance focused framework for improving digital leadership, responsible data use, management effectiveness, and institutional performance in higher education across diverse institutional settings worldwide.