Developing Information-Managerial Competence of University Department Heads in the Context of Digitalization of Education: A Conceptual and Technological Framework

Abstract

The digitalization of higher education is transforming university management practices and increasing the need for integrated digital, information, and managerial competencies among university department heads. This study aims to develop and theoretically substantiate a conceptual and technological model for developing the information-managerial competence of university department heads in the context of educational digitalization. The scope of the study encompasses the structure and indicators of information-managerial competence, the relationships among its key dimensions, and the expert evaluation of the proposed model. The study employed a design-oriented mixed-methods approach with an embedded mixed-method design. The research was conducted through analytical, conceptual, design, and empirical validation stages. A structured literature review and comparative analysis of existing competency frameworks provided the theoretical basis for the model. The quantitative component involved a survey of 125 university department heads and academic administrators. Descriptive statistics, Cronbach`s alpha, and correlation analysis were used to examine the perceived importance and interrelationships of digital, information, and managerial competency dimensions. The qualitative component was embedded in the expert evaluation and included thematic analysis of open-ended feedback from 21 experts. The findings indicate that information-managerial competence can be conceptualized as an integrated multidimensional construct encompassing digital, information, and managerial competencies. Significant positive relationships were identified among the three competency dimensions. Expert evaluation provided evidence regarding the relevance, completeness, coherence, clarity, and practical applicability of the proposed model and identified areas for its refinement. The study concludes that the proposed conceptual and technological model provides a structured basis for the systematic development and assessment of information-managerial competence. Its practical implications include the design of professional development programs, competency assessment tools, and institutional strategies supporting digital transformation in higher education, particularly in Kazakhstan.