DATA-DRIVEN LEADERSHIP: DASHbOARD MANAGEMENT IN HIGHER EDUCATION INSTITUTIONS

Abstract

Purpose. The article substantiates the theoretical and applied foundations of data-based leadership formation in higher education and defines the role of digital dashboards as a tool for enhancing the effectiveness of managerial decision-making in higher education institutions. The research objective involves analyzing the specifics of implementing educational analytics, summarizing approaches to the digital transformation of university management, and outlining prospects for the development of data-driven management practices. Methods. To achieve the goal, a complex of interrelated methods was applied, including analysis, synthesis, systematization, comparison, and generalization, which ensured the integrity of the theoretical search. The content analysis method was used to study the trends in the development of educational analytics, identify the directions of using digital monitoring tools, and determine the factors influencing the effectiveness of analytical leadership in higher education. To ensure the validity of the findings, the principle of methodological triangulation was applied—combining quantitative and qualitative methods of source analysis. Results. The use of systemic, competency-based, and axiological approaches made it possible to reveal the essence of managerial leadership grounded in evidence-based, transparent, and strategic decision-making. It is determined that digital dashboards serve as an effective means of integrating educational, scientific, and administrative indicators, ensuring operational monitoring and enhancing managerial accountability. The experience of Ukrainian universities in developing their own analytical platforms for monitoring the quality of educational activities has been summarized. Conclusions. Data-based leadership is identified as a key factor in improving the performance of university management in the context of digital transformation. The use of digital dashboards contributes to the systematization of management processes, the transparency of decisions, and the development of a culture of analytical responsibility. Further research should focus on assessing universities’ analytical maturity and exploring the impact of leaders’ digital competencies on the quality of institutional management.