From Data Governance to Faculty Engagement: A Conceptual Model for Higher Education

This study proposes a conceptual model to examine how data governance practices influence faculty engagement with data in Chinese higher education institutions. Existing research tends to emphasize top-down policy structures while overlooking the behavioral and perceptual dimensions of data usage. To address this gap, the proposed model integrates governance-related constructs (e.g., data culture, quality, literacy, and security) with user perceptions (e.g., trust, perceived usefulness, and psychological safety). The model was constructed based on thematic patterns emerging from 135 peer-reviewed studies identified through a prior systematic review. It draws upon established behavioral theories such as the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technology–Organization–Environment (TOE) framework. Data participation is conceptualized as a dynamic process involving data entry, feedback, sharing, and co-construction of governance mechanisms. The model also emphasizes the bidirectional relationship between user behaviors and institutional governance structures. This framework offers a theoretical foundation for future empirical research and practical guidance for developing inclusive, behaviorally informed data governance strategies in higher education