The purpose of this study was to explore the competencies required for digital leaders and understand how public tertiary and higher education institutions are conceiving the concept through their curriculum and instruction.
Five in-depth qualitative interviews that used grounded theory were employed, and a constant comparison approach to data analysis was used.
There was consensus among the majority of interviewees for the competencies required for digital leaders but differing opinions on the methods to provide instruction.
This study suggests that technical skills are less relevant than an open mindset, willingness to try and ability to employ new ways of thinking into a workforce culture. Data also revealed that the particular leadership style used should be based on the context of the organization and the boundaries that exist within the culture.
This study adds valuable insights into the concept of digital leadership and how public tertiary and higher education institutions are providing instruction on the topic.
