This study examines how management characteristics, guiding principles, institutional essence, and scientific approaches to digitization influence developmental processes in higher education. Adopting a convergent parallel mixed methods design, the research gathered quantitative data through surveys administered to administrators, faculty, staff, and students, and qualitative data through interviews, focus groups, and document analysis. Findings indicate that leadership models grounded in inclusivity, collaboration, and strategic foresight foster greater acceptance and more effective implementation of digital initiatives. Professional development emerged as a critical factor for sustained capacity-building, with ongoing training programs proving more beneficial than sporadic or one-off workshops. Additionally, equity and inclusivity remain significant concerns, as limited access to devices and internet connectivity can exacerbate existing disparities. Data-driven decision-making, though recognized for its potential to enhance teaching and resource allocation, is often hindered by a lack of standardized guidelines and ethical frameworks. Institutional culture and well-defined strategic planning, including sustainability and budget provisions, are vital for the long-term success of digitization efforts. Overall, the study underscores the importance of a holistic management approach that integrates supportive leadership, robust professional development, and equitable resource distribution. These elements collectively ensure that digitization in higher education not only streamlines processes but also aligns with the core academic mission of delivering quality instruction and expanding learning opportunities.

Higher Education Management, Leadership Styles, Digital Transformation

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