Perceived agility in higher education institutions: instrument development, measurement and validation

Purpose In an era of rapid educational transformation and increasing demands for adaptability driven by changing market needs and learner expectations, comprehending perceived agility has become critical. Therefore, this study seeks to develop, measure, and validate an instrument to assess perceived agility in Higher Education Institutions (HEIs). Design/methodology/approach The research design used in this study includes content validity, construct validity, and criterion validity. The study uses both inductive and deductive approaches to assess the content validity of the perceived agility (PA) scale. The sample consisted of 417 academicians, and the data were analyzed with SPSS to establish construct validity. The Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA) were used to evaluate the scale’s validity and reliability. Findings The results suggest that a second-order model demonstrated a superior statistical fit in a nine-factor structure, and criterion validity was established through nomological and predictive validity tests. The positive relationship between PA and organizational flexibility (OF) and PA and organizational innovativeness (OI) further supported their nomological validity. Meanwhile, predictive validity is established using construct HEI performance. Originality/value This study aims to fill a significant gap in the literature by investigating PA within HEIs in developing nations, an area previously dominated by research in developed countries. This research offers a powerful nine-factor framework to understand perceived agility holistically, unlike previous studies that concentrated on one element. This study advances theoretical discourse by showing that perceived agility goes beyond technological and pedagogical aspects and giving empirical insights and assessment tools.