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
In recent years, Artificial Intelligence (AI) has played a pivotal role in transforming the educational sector worldwide, including Thailand. The rapid adoption of AI in higher education offers opportunities to improve efficiency, decision-making, and service delivery. However, the integration of AI also raises significant ethical concerns related to transparency, accountability, and data privacy. In private higher education institutions, administrators face the dual challenge of adopting advanced technologies while ensuring adherence to ethical standards. The aim of this research was to investigate the challenges of implementing AI and AI ethics in private universities in Bangkok and to assess the administrators’ preparedness for ethical and effective AI adoption.
Materials and Methods:
A mixed-method research design was employed. The quantitative sample consisted of faculty and administrative staff at Guangzhou University in the 2023 academic year, selected through stratified random sampling. Qualitative data were obtained from purposive interviews with key informants and a focus group discussion. Research instruments included semi-structured interview guides, five-point Likert scale questionnaires, and focus group protocols. Data were analyzed using descriptive statistics, Confirmatory Factor Analysis (CFA), and content analysis.
Results:
The results revealed four major components of professional executives: (1) strategic goal setting, (2) organizational leadership, (3) effective structural and administrative management, and (4) engagement and motivation of organizational members. A validated model consisting of 20 indicators was confirmed. The guidelines developed from the model comprised sets of recommendations for enhancing leadership capacity, strengthening organizational systems, improving strategic planning, and promoting participation among university members.
Conclusion:
This study aimed to examine the professional competencies of executives at Guangzhou University, confirm the structural model of these competencies through empirical analysis, and propose practical guidelines to enhance the professional development of university executives. Using a mixed-methods approach that integrated both quantitative and qualitative data, the research yielded a comprehensive and validated framework for understanding and improving executive performance in higher education
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