Guest editorial: Managing higher education in developing countries – navigating challenges, innovations and strategic opportunities

Higher education institutions (HEIs) in developing countries face distinct institutional challenges compared to their counterparts in more developed regions (Maringe and Hinson, 2020; Olaleye et al., 2024). Universities in emerging economies frequently contend with limited financial resources, infrastructural deficits, intricate governance structures and escalating expectations to enhance teaching quality and student learning experiences (Nguyen and Mogaji, 2022; Wangenge-Ouma and Kupe, 2022). Despite these significant obstacles, these universities persistently strive to provide quality education, foster local talent and play critical roles in the socioeconomic development of their nations.

The COVID-19 pandemic has significantly exacerbated these pre-existing pressures, intensified institutional vulnerabilities and disrupted conventional approaches to higher education management (Chasi, 2022). The sudden shift to digital and hybrid learning models exposed deep inequities, such as unequal access to technology, inadequate digital infrastructure and varying levels of faculty preparedness (Namboodiri, 2022; Qazi et al., 2024). These disruptions highlighted the necessity of rethinking educational delivery, institutional strategy and student engagement to accommodate new realities effectively.

Historically, scholarship on higher education management has primarily focused on universities within developed economies, where conditions differ markedly from the realities encountered in developing countries (Oplatka and Hemsley-Brown, 2021; Hemsley-Brown and Oplatka, 2006; Hou et al., 2021). Consequently, critical insights explicitly addressing the unique complexities and management issues faced by institutions in emerging economies remain relatively sparse (Maringe and Hinson, 2020; Jain et al., 2024). Recognizing this gap, this special issue deliberately shifts the scholarly focus towards exploring the nuanced realities, specific managerial dilemmas, and strategic possibilities within these less-explored contexts.

The articles in this special issue offer fresh theoretical perspectives, robust empirical findings and practical solutions specifically designed to address the management challenges confronting HEIs in developing countries. Rather than transplanting frameworks from developed contexts, the contributions presented here are carefully tailored and contextually grounded, ensuring relevance for university managers, administrators, policymakers and other stakeholders within emerging economies. Ultimately, this special issue aims to enrich our understanding of higher education management and equip institutions with strategic tools and actionable insights for navigating their distinctive and evolving educational landscapes.

The urgency and relevance of this special issue on managing higher education in developing countries are underscored by a convergence of persistent challenges that threaten the operational effectiveness, sustainability and future development of HEIs across emerging economies. While higher education globally continues to evolve in response to economic, technological and social pressures, universities in developing countries experience a distinct set of institutional, political and resource-based constraints. These necessitate immediate scholarly attention, practical interventions and tailored policy responses. The themes below highlight the timeliness and critical need for this special issue.

HEIs in developing countries are chronically underfunded, facing significant financial constraints that limit their capacity to provide quality education, retain staff and compete globally. This is particularly evident in African nations such as Nigeria and Ghana, where public universities have endured prolonged strikes due to insufficient government support (Asiyai, 2022; Olaleye et al., 2024). Meanwhile, private universities – often funded by entrepreneurial founders – also face precarious financial situations with limited external backing (Chattopadhyay et al., 2022; Khuram et al., 2023). These funding imbalances raise pressing questions about affordability, institutional quality and sustainability and underscore the urgent need for innovative financial strategies, such as endowments, industry partnerships and government incentives (Nguyen and Mogaji, 2022).

The COVID-19 pandemic reshaped the global higher education landscape, with developing countries being among the hardest hit due to their limited digital infrastructure and systemic inequalities (Mogaji et al., 2022; Landa et al., 2021). The abrupt pivot to online and hybrid learning exposed gaps in digital literacy, technology access and faculty preparedness. Studies have emphasized the long-term implications of these shifts on curriculum delivery and student engagement (Hashim et al., 2022). There is now a pressing need for HEIs to reimagine their digital futures, implement inclusive technology strategies and invest in pedagogical innovations that address disparities in access and participation (Sharma et al., 2022, 2024).

The expansion of transnational education models and the establishment of branch campuses by universities in the Global North (e.g. in Ghana and Malaysia) have intensified competitive pressures on local institutions (Tight, 2022). Universities in developing countries are challenged to redefine their value propositions, adapt business models and develop international partnerships to retain their student base and global relevance (Mogaji and Nguyen, 2022; Jain et al., 2024). As internationalization increasingly becomes a strategic imperative, developing-country HEIs must navigate complex terrain involving branding, student mobility and cross-border collaborations (Anyogu and Wayne, 2020; Farid et al., 2025).

Inconsistent and opaque quality assurance mechanisms continue to hinder institutional development and global credibility of HEIs in developing regions. Challenges such as fragmented regulatory environments, limited benchmarking and variable accreditation processes contribute to declining public trust and limited employability of graduates (Asiyai, 2022; Camilleri, 2021). To remain competitive, HEIs must adopt transparent and context-specific quality assurance frameworks that reflect their operational realities and enhance institutional legitimacy (Salmi and D’Addio, 2021).

A recurring concern in developing countries is the misalignment between higher education curricula and the dynamic needs of the labour market (Korhonen et al., 2025). High graduate unemployment rates and underemployment reflect institutional weaknesses in fostering job-ready skills (Chattopadhyay et al., 2022). Universities must adopt competency-based curricula, foster industry linkages and explore flexible models like micro-credentials to bridge the skills gap (Sharma et al., 2024; Samuel and Moagi, 2022).

Persistent inequalities across gender, class, disability and geography remain deeply entrenched in many HE systems in the Global South. Students from disadvantaged backgrounds often face systemic barriers to access and success, as highlighted in studies on inclusive work-integrated learning and learner support (Mogaji and Nguyen, 2022; Børte et al., 2023). Universities must develop inclusive frameworks, affirmative action policies and student-centred services that promote equity and build socially just learning environments (Chiramba and Maringe, 2022).

Although under-researched in many HE contexts, environmental sustainability is increasingly gaining prominence in institutional strategies. Climate change disproportionately affects developing countries, and universities are well-positioned to lead through research, education and sustainable campus practices (Mogaji et al., 2022). However, more efforts are needed to integrate sustainability into academic programs, operations and stakeholder engagement.

HEIs in developing countries face substantial challenges in recruiting, developing and retaining qualified academic staff. Brain drain, low salaries, lack of institutional support and limited career progression opportunities contribute to faculty attrition and weakened research ecosystems (Olaleye et al., 2024; Chiramba and Maringe, 2022). A focus on faculty development, recognition and well-being is critical to building resilient institutions and enhancing educational quality (Sharma and Jain, 2022).

Universities in emerging economies continue to lag in global research rankings due to underfunding, infrastructural limitations and weak international collaborations (Olaleye et al., 2024; Camilleri, 2021). Enhancing research capacity through collaborative networks, funding schemes and support for academic publishing is essential for building institutional reputation and informing local and global policy. Bibliometric reviews reveal that key contributions from the Global South remain underrepresented, highlighting the need for greater scholarly visibility (Olaleye et al., 2024; Salmi and D’Addio, 2021).

To address these interconnected and urgent issues, this special issue provides a timely and comprehensive exploration of the critical challenges, strategic responses and transformative opportunities facing HEIs in developing countries. We received a significant number of submissions, and following a rigorous peer-review process, 12 papers were accepted for publication. These articles offer diverse theoretical frameworks and rich empirical insights into contemporary issues central to higher education management in developing contexts. The papers examine key themes such as leadership, digital transformation, entrepreneurship education, institutional branding, faculty behaviour, student engagement and retirement experiences among academics. Their findings illuminate the unique managerial and operational challenges these institutions face while offering practical strategies and future pathways for enhancing higher education management practices in developing countries.

Amani (2025) examines the strategic role of university corporate social responsibility (CSR) in enhancing institutional legitimacy in Tanzania, emphasizing how CSR fosters trust and strengthens the university brand. The study recommends strategically embedding CSR within university operations for more significant societal impact.

Chaudhary and Biswas (2025) investigate entrepreneurial intentions among university students in India. They illustrate how specific personality traits such as narcissism and resilience, combined with perceptions of risk, significantly drive students' entrepreneurial aspirations, advocating for personality-driven educational interventions.

Souza et al. (2025) offer a conceptual perspective on the third mission of Brazilian universities, emphasizing university extension activities. Using the theory of planned behaviour, they propose methods to enhance faculty involvement in societal engagement initiatives, thus strengthening universities’ transformative societal roles.

Farid et al. (2025) analyse how international branch campuses in Egypt bolster national brand equity and competitiveness. The study underscores the strategic role of internationalization in enhancing Egypt’s image as an attractive global education hub, reinforcing the importance of institutional branding strategies.

Ismail (2025) explores entrepreneurial education and electronic word-of-mouth (eWOM) as critical determinants influencing Tanzanian students' choice of universities. The findings suggest entrepreneurial education significantly enhances institutional appeal through positive student experiences and recommendations, proposing its integration as a marketing tool.

Joshi et al. (2025) examine knowledge-hiding behaviours among faculty in Indian HEIs, explicitly linking negative personality traits (the dark triad) to these behaviours. Workplace spirituality emerges as a significant moderating factor, suggesting the cultivation of supportive institutional cultures to enhance collaborative knowledge sharing.

Korhonen et al. (2025) investigate student engagement in Palestinian universities. Their mixed-methods research identifies student engagement profiles and highlights concerns regarding the gap between academic programs and employment opportunities. The study offers a framework for institutions aiming better to align student learning experiences with future professional needs.

Madan et al. (2025) explore distributed leadership within Indian higher education. They present evidence that empowering structures and participative decision-making significantly enhance distributed leadership practices, ultimately promoting faculty voice and reducing silence. The study emphasizes leadership decentralization as essential for institutional effectiveness.

Meng et al. (2025) study the role of a digital growth mindset among business students in China, highlighting its positive impact on academic performance, particularly among male students. Their research calls for actively promoting digital adaptability in educational practices to meet the digital economy’s demands.

Vasconcelos da Nóbrega and Helal (2025) delve into the social representations of retirement among professors in Brazilian public universities. They find retirement perceived as a complex transitional period marked by financial concerns, the desire to remain professionally active and a sense of unpreparedness, underscoring the need for structured institutional support systems to manage retirement transitions effectively.

Sokro et al. (2025) evaluate learner satisfaction and success in Ghanaian universities' online learning environments. Using DeLone and McLean’s information system (IS) success model, the study confirms the critical role of system quality and self-regulation in ensuring student satisfaction and sustained engagement with online learning platforms. These insights are crucial for improving online educational strategies post-pandemic.

Victor et al. (2025) investigate the relationship between institutional influence, transformational leadership and faculty performance in Indian HEIs. Their study reveals that transformational leadership mediates institutional strategies and faculty performance, moderated by communication effectiveness, institutional barriers and situational factors. Recommendations emphasize cultivating transformational leadership styles to enhance institutional resilience and faculty productivity.

These contributions deepen our understanding of effective strategies for higher education management in developing countries. They highlight the critical roles of leadership style, institutional strategies, technological adaptability, entrepreneurship, student engagement and supportive organizational cultures. This issue provides invaluable insights for university administrators, policymakers and educational practitioners committed to the sustainable development and international competitiveness of HEIs in developing contexts.

This special issue was carefully designed to explore critical and interconnected issues surrounding higher education management in developing countries. Reflecting upon the 12 insightful papers featured, assessing the extent to which the aims set out for this special issue have been fulfilled is valuable.

The special issue achieved this aim through empirical evidence detailing institutional challenges such as resource constraints, infrastructural problems and unique institutional pressures. Amani (2025) vividly demonstrated how universities in Tanzania strategically utilize CSR initiatives to navigate legitimacy concerns amid limited resources. Similarly, Vasconcelos da Nóbrega and Helal (2025) presented the challenges faced by professors nearing retirement in Brazilian public universities, reflecting systemic constraints around pensions and institutional preparedness. Joshi et al. (2025) highlighted internal institutional challenges, such as knowledge-hiding behaviours among faculty in Indian universities, which negatively impact organizational effectiveness. These papers have illuminated the precarious situations that developing-country HEIs must navigate daily, demonstrating that the special issue has met this first aim.

The issue significantly contributes to current thinking around leadership, digital transformation and institutional strategy within HEIs in emerging economies. Papers like Madan et al. (2025) offer contemporary insights into distributed leadership, examining empowerment and participatory decision-making within Indian universities. Likewise, Victor et al. (2025) present a comprehensive three-way interaction model analysing transformational leadership and institutional influence on faculty performance in India, offering fresh perspectives on contemporary leadership styles tailored to emerging economies. Furthermore, Meng et al. (2025) examine the emerging concept of digital growth mindset among business students in China, linking digital literacy and academic performance, a highly contemporary topic essential to navigating post-pandemic education landscapes. These contributions affirm that the special issue effectively captures and publishes leading-edge insights on higher education management within resource-constrained contexts.

Significantly, the papers have introduced novel conceptualizations and measurement approaches tailored explicitly to HEIs in developing contexts. For instance, Souza et al. (2025) propose using the theory of planned behaviour to conceptualize faculty engagement in Brazil’s university extension programs, providing a structured approach for measuring faculty involvement. Similarly, Sokro et al. (2025) use an adapted DeLone and McLean IS success model to measure the quality of online learning platforms in Ghanaian HEIs, introducing self-regulation as a critical moderator in assessing online educational effectiveness. These methodological innovations represent substantial progress in developing contextually appropriate constructs and measurement tools for emerging economies.

The issue effectively addresses stakeholder dynamics through multiple papers. Victor et al. (2025) directly explore institutional influences, emphasizing the significant role of governance and situational factors in shaping leadership effectiveness. Farid et al. (2025) examine how internationalization strategies through international branch campuses affect national brand equity, explicitly linking government and regulatory involvement in higher education strategy and management. These studies underscore the complex interplay between university managers, government bodies, regulators and funding agencies, meeting this aim effectively.

The issue meaningfully addresses the prospects and challenges associated with internationalization and new business models for HEIs. Farid et al. (2025) demonstrate Egypt’s strategic use of international branch campuses as a tool for national branding and competitive positioning. Additionally, Ismail (2025) evaluates entrepreneurial education as a strategic marketing approach to attracting and retaining students in Tanzania, providing insights into business model transformations driven by internal disruptions and external competition. Meng et al. (2025) further highlight the necessity of digital adaptation within educational models, responding proactively to technological disruptions intensified by the global pandemic.

These contributions explore emerging strategic opportunities for HEIs to adapt and thrive amid changing external conditions, demonstrating the issue’s achievement of this final aim.

This special issue has significantly advanced our understanding of the critical challenges and strategic opportunities in managing HEIs in developing countries. However, several key areas identified in our initial topical framework remain underexplored. Building on the foundations laid by the 12 selected papers and supported by wider literature, we propose several future research directions to deepen insight and inform context-specific policy and managerial practices.

Although institutional legitimacy and strategic branding have been highlighted by Amani (2025) and Farid et al. (2025), future research should explicitly examine sustainable funding models appropriate for resource-constrained environments. Nguyen and Mogaji (2022) emphasized the role of university endowments as a viable funding avenue for HEIs in the Global South. There is scope for exploring how public-private partnerships, alumni fundraising, entrepreneurial ventures and alternative financing mechanisms can contribute to financial sustainability (Khuram et al., 2023; Chattopadhyay et al., 2022).

While Sokro et al. (2025) address system quality in online learning, broader institutional quality assurance and accreditation processes require more focused attention. Asiyai (2022) and Camilleri (2021) highlight persistent gaps in regulatory consistency and credibility, calling for robust, localized accreditation systems. Future studies should explore frameworks that ensure transparency, foster stakeholder trust and maintain international recognition while reflecting local educational priorities and constraints (Salmi and D’Addio, 2021).

Korhonen et al. (2025) initiated a meaningful discussion around student engagement and the employability gap. This can be extended by investigating how curriculum reforms, competency-based learning, and employer partnerships can bridge the disconnect between academic instruction and labour market needs. Sharma et al. (2024) recommend the adoption of micro-credentials and flexible learning models to enhance job readiness, while Samuel and Moagi (2022) stress the value of HEI-industry collaboration for skills development in Africa.

Although the special issue only indirectly addresses inclusivity, future research should prioritize equity, diversity and inclusion. Mogaji and Nguyen (2022) provide a foundation for exploring work-integrated learning barriers among students with disabilities in Nigeria. Børte et al. (2023) further show how inclusive pedagogy and tailored support services are necessary to ensure equal learning opportunities. Studies can examine underrepresentation in academic staff, curriculum decolonization (Shahjahan et al., 2022) and equitable access to higher education for marginalized communities.

While not directly addressed in the current issue, environmental sustainability remains a critical global concern. Mogaji et al. (2022) call for reimagining educational futures that align with sustainability goals. Future research should explore how HEIs in developing countries can integrate climate action into institutional strategies – through sustainable campus practices, climate-responsive curricula and community engagement initiatives that address local environmental vulnerabilities.

Joshi et al. (2025) and Vasconcelos da Nóbrega and Helal (2025) highlight issues around faculty behaviour and retirement preparedness. Future studies should explore faculty development programs, succession planning, mental well-being and retention strategies to address ongoing challenges such as brain drain, burnout and limited career mobility. Chiramba and Maringe (2022) also emphasize the need for transformative academic governance that supports staff voice, empowerment and professional growth.

Despite some attention to institutional branding and internationalization (Farid et al., 2025), research productivity remains a major concern for HEIs in developing countries. Bibliometric analysis by Olaleye et al. (2024) reveals significant underrepresentation of African scholarship in global databases. Future work should examine capacity-building strategies, incentive structures for publication, international research collaborations and ways to amplify research visibility in global forums (Salmi and D’Addio, 2021).

Meng et al. (2025) and Sokro et al. (2025) have provided strong starting points by exploring digital growth mindsets and online learning satisfaction. Further work is needed to investigate how universities can promote digital inclusion – addressing disparities in Internet access, faculty digital literacy and student engagement. Sharma et al. (2022) stress that successful artificial intelligence adoption requires understanding both technological and human barriers, particularly in low-resource settings.

In summary, future studies should capitalize on these foundational contributions and expand the theoretical and empirical scope of research in higher education management in developing countries. A continued emphasis on context-specific solutions, inclusive practices, sustainable innovation and global visibility will enable HEIs to thrive in increasingly complex and competitive environments.

This special issue offers a timely and comprehensive exploration of the critical challenges, strategic responses and transformative opportunities facing HEIs in developing countries. Through the 12 selected papers, the issue addresses a wide range of interconnected themes – from institutional leadership and branding to digital transformation, entrepreneurship education, faculty behaviour, student engagement and retirement planning. Together, these articles provide novel theoretical insights, empirically grounded analysis and practical frameworks for rethinking higher education management within resource-constrained environments.

Despite these valuable contributions, we acknowledge that several urgent areas – such as sustainable funding, inclusive governance, environmental sustainability, research capacity and digital equity – require deeper scholarly attention. Drawing from both the special issue and a broader review of contemporary literature, we have outlined a forward-looking research agenda that invites further inquiry, innovation and collaboration. These future directions will be essential for building resilient, inclusive and competitive higher education systems across developing countries.

Finally, we extend our heartfelt thanks to all those who made this special issue possible. We are deeply grateful to the journal editors for their unwavering support and guidance and to the publishers and commissioning editors for their enthusiasm and trust in the relevance of this topic. Our sincere appreciation also goes to the contributing authors for their thoughtful and rigorous scholarship and to the reviewers whose constructive feedback significantly enhanced the quality of each paper. Their collective efforts have made this special issue a meaningful step forward in understanding and improving higher education management in developing countries.