The Interplay of Leadership Styles and Digitalization Vision Among Public and Private Universities in Khyber Pakhtunkhwa

Abstract

This exploratory study develops a conceptual framework linking multiple leadership paradigms transformational, transactional, digital, ethical, strategic, inclusive, and authentic leadership to digitalization vision and faculty performance within higher education institutions (HEIs). Synthesizing evidence from the leadership and digital transformation literatures, the study argues that existing research has predominantly examined single leadership styles in isolation, leaving their comparative and combined effects on digitalization-related outcomes largely unexamined. This gap is particularly pronounced in Pakistan's higher education sector, where public and private universities differ substantially in governance, resource availability, and digital maturity, yet remain understudied relative to more digitally mature contexts. The proposed framework positions digitalization vision as a central mediating construct through which diverse leadership behaviors translate into faculty performance, with university type (public versus private) theorized as a contextual moderator of these relationships. As a literature-based conceptual contribution, this study does not present primary statistical findings; rather, it establishes a theoretically integrated model requiring empirical validation. The study concludes by calling for future quantitative research surveying faculty and administrative staff across Pakistani public and private universities to statistically test the proposed relationships, ultimately generating context-specific evidence to guide leadership development and digital transformation strategy in Pakistani higher education.

Keywords; Leadership, higher education, Digitalization, Public Sector, Private sector.