Building Service-Oriented Higher Education Institutions through Authentic Leadership and Change Management: A Qualitative Study

Abstract

Higher Education Institutions (HEIs) are undergoing significant transformation driven by quality assurance reforms, digitalization, stakeholder expectations, and the implementation of the National Education Policy (NEP) 2020, making authentic leadership and effective change management essential for institutional success. Despite growing scholarly interest in educational leadership, limited qualitative research has been conducted on authentic leadership, faculty engagement and service orientation within the Indian higher education context. Drawing upon the Job Demands–Resources (JD–R) Theory and Social Exchange Theory (SET), this study explores how authentic leadership practices and institutional change initiatives shape faculty engagement and promote service-oriented behaviours. JD–R Theory provides the foundation for understanding how authentic leadership and effective change management function as critical organizational resources that enhance faculty engagement, whereas Social Exchange Theory explains how faculty members reciprocate supportive leadership and well-managed organizational change through increased commitment, discretionary effort, and service-oriented behaviours. A qualitative research design was adopted using semi-structured interviews with 30 faculty members of HEIs across diverse academic disciplines in India. The interview data were analysed using thematic analysis supported by NVivo 15 to identify recurring themes related to authentic leadership, change management, faculty engagement, and service orientation. The findings show that authentic leadership and effective change management enhance faculty engagement by providing trust, support, participation, empowerment, and organizational resources. Consistent with JD–R Theory and SET, engaged faculty reciprocate positive organizational experiences through greater commitment, discretionary effort, and service-oriented behaviours toward multiple stakeholders. By integrating the explanatory perspectives of JD–R Theory and SET, the study contributes to the higher education leadership literature and offers practical guidance for university leaders and policymakers seeking to strengthen faculty engagement, effectively manage organizational change, and cultivate sustainable service-oriented academic institutions.