Qualitative Comparative Analysis of Data-Driven Leadership in Higher Education

This study presents a qualitative comparative analysis of two recent contributions to data‑driven leadership in higher education. The analysis examines how institutional and societal perspectives shape leadership practice, data interpretation, and organizational priorities. Fatílé (2025) offers institution‑level insight into how leaders use analytics and artificial intelligence to support strategic planning, while Chigbu and Makapela (2025) extend the discussion by linking data use to sustainability, equity, and global responsibility. The comparative evaluation demonstrates that effective leadership in higher education requires balancing internal organizational priorities with external commitments to fairness, accountability, and sustainability. By analyzing differences in theoretical orientation, methodological design, and leadership focus, the study identifies how leadership frameworks influence institutional practice and broader societal outcomes. This work contributes to ongoing conversations about ethical data use, leadership development, and the evolving responsibilities of higher education institutions in a global context. It also identifies areas for future research, including how leaders integrate data‑driven strategies while navigating competing institutional and societal demands.