IN-PERSON Prague Research & Teaching Conference
Abstract
The rapid evolution of education—driven by technological innovation, societal shifts, and environmental imperatives—presents both profound challenges and transformative opportunities for higher education institutions. As volatility, uncertainty, complexity, and ambiguity (VUCA) increasingly define the global context, institutional resilience depends fundamentally on leadership that is both adaptive and ethically grounded (Schoemaker et al., 2018; Ramadhani et al., 2024). Recent research by Fagerland and Fjuk (2025a) proposes the Dynamic Leadership Model (DLM) as a future-ready framework tailored to the demands of AI-driven educational transformation. Based on a longitudinal study of leadership practices across sectors, the model identifies five essential dynamic capabilities—digital imagination, strategic imagination, soft skills, competence development, and a learning culture. These interdependent capabilities are informed by the dynamic capabilities framework (Teece, 2007; Barney, 1991) and reflect ambitions to align leadership with justice, sustainability, and innovation (Fricker, 2007; Fraser, 1997; Bansal & DesJardine, 2014). Building on this, the present study explores resilient leadership through the integration of DLM and the Scandinavian concept of employeeship (Møller, 1994; Velten & Heggen, 2022), forming a comprehensive and values-based framework for institutional innovation, inclusion, and long-term sustainability. Grounded in empirical data from 72 senior leaders (2020–2024) and pedagogical implementation across two higher education programs, we investigate how leadership shaped by foresight, adaptability, and participatory governance can drive systemic transformation in education (Neely & Leonardi, 2022; Edmondson, 2018). We further examine how strategic and digital imagination, soft skills, and competence development enable leaders to cultivate organizational cultures that are resilient, equitable, and future-oriented (Fagerland & Fjuk, 2025b; Gómez & De Pablos-Heredero, 2020). These elements, when embedded in sustainable leadership theory (Hargreaves & Fink, 2006; Hutchins & Storm, 2019), allow institutions to proactively reimagine teaching, learning, and governance for long-term impact rather than react to disruption. Through a triangulated qualitative methodology—comprising semi-structured interviews, document analysis, and pedagogical testing (Creswell & Poth, 2018; Braun & Clarke, 2006)—this study demonstrates that shared leadership responsibility and participatory culture, as emphasized in employeeship, enhance the effectiveness of DLM, particularly in AI-mediated learning environments (Fagerland & Bergh, 2025; Fagerland & Bleveans, 2025). Aligned with the core themes of the Prague Research & Teaching Conference, the findings contribute actionable insights for higher education leadership amid accelerating global change, reinforcing the value of inclusive foresight, epistemic justice, and organizational adaptability (Crenshaw, 1989; DiMaggio & Powell, 1983; Timmermans & Tavory, 2012). The article concludes by presenting a validated framework for educational leadership and institutional renewal—grounded in ethical foresight, inclusive governance, and systemic transformation—capable of meeting the complex demands of 21st-century education.
Award-winning Associate Professor, acclaimed author, and founder of SHEconomy® & CDR™, advancing DEIB, sustainable leadership, and social sustainability. Named among “Women Inspiring Europe” by EIGE, praised by UN Women as a “shining star for gender equality,” and commended at the European Diversity Awards. Expert commentator featured in The New York Times, Financial Times, BBC World, and more. Keynote speaker at global events including UN Women and Google AI. Influential board member and strategic advisor driving systemic change through research, innovation, and visionary leadership.
Johan Bergh is an Associate Professor (Førstelektor) in Organization and Leadership at Oslo New University College (ONUC). He has a robust background in leadership, human resources, and organizational development. Throughout his career, Bergh has held various positions, including department head, academic advisor, lead instructor, and project manager at the Norwegian Defence University College (FHS). He has participated in and led several development and research projects, notably the “Forsvarets Pedagogiske Grunnsyn” (The Norwegian Armed Forces’ Pedagogical Philosophy), emphasizing cognitive and humanistic pedagogy. His research interests encompass reflective practice research, leadership, organizational learning, and collaboration. Bergh has contributed to numerous scientific articles and book chapters on these subjects.
Dr. Annita Fjuk holds a Ph.D. in Computer Science from the University of Oslo and is Head of Competence and Innovation at Digital Norway. She combines leadership experience from global industry and academia, with a focus on AI-assisted learning, innovation, and digital transformation. Her work bridges strategy and practice—particularly through the integration of a Design Thinking mindset in mature organizations. Dr. Fjuk has contributed to national policy initiatives and published in top-tier journals such as Academy of Management and Journal of Service Research
1:30 pm - 3:00 pm
Wednesday 11th June, 2025