Professional Executives at Guangzhou University: Components, Model Validation, and Development Guidelines Administrative Leadership Competencies of Professional Executives at Guangzhou University
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Abstract
Background and Aim: Higher education institutions in China are undergoing rapid transformation driven by globalization, digital governance, and increasing demands for institutional effectiveness. Within this context, professional executives play a crucial role in strengthening university governance, strategic management, and organizational sustainability. However, empirically validated competency frameworks for university executives in the Chinese higher education context remain limited. This study aimed to identify the core components of professional executive competencies at Guangzhou University, validate a structural competency model, and develop evidence-based guidelines for enhancing executive performance and institutional effectiveness.
Materials and Methods: This study employed a mixed-methods research design integrating quantitative and qualitative approaches. Quantitative data were collected from professional executives and senior administrative staff at Guangzhou University during the 2023 academic year using a five-point Likert scale questionnaire administered through stratified random sampling. Qualitative data were obtained through semi-structured interviews and focus group discussions with experts in higher education leadership and governance selected through purposive sampling. Data analysis included descriptive statistics, Confirmatory Factor Analysis (CFA), construct reliability (CR), Average Variance Extracted (AVE), and thematic content analysis.
Results: The findings identified four core dimensions of professional executive competency: Strategic Goal Setting, Organizational Leadership, Administrative and Structural Management, and Organizational Engagement and Motivation. The validated competency model consisted of 20 indicators and demonstrated excellent goodness-of-fit indices (χ²/df = 2.01, CFI = 0.964, TLI = 0.952, GFI = 0.931, AGFI = 0.902, RMSEA = 0.049, SRMR = 0.041). Standardized factor loadings ranged from acceptable to strong levels, confirming convergent validity. All constructs showed satisfactory reliability and validity, with CR values ranging from 0.899 to 0.915 and AVE values ranging from 0.642 to 0.681. The qualitative findings further revealed that effective university executives must integrate strategic, administrative, relational, and motivational competencies to support institutional development and governance modernization.
Conclusion: This study provides a statistically validated competency framework for professional executives at Guangzhou University and contributes to higher education leadership theory by conceptualizing executive competency as a multidimensional construct within the Chinese university context. The findings offer practical implications for policymakers, university administrators, and human resource development units seeking to strengthen executive professionalism, governance quality, and sustainable institutional performance through competency-based leadership development.
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