Model for Developing Digital Knowledge Leadership for Vocational Administrators

Abstract

The objectives of this study were to: 1) study the components of digital knowledge leadership and the desired components of digital knowledge leadership for vocational administrators, 2) create and evaluate a model for developing digital knowledge leadership for vocational administrators. This study employed research and development method through phenomenological study with 17 key informants, selected by purposive sampling method. They participated in a focus group discussion with 7 experts.  The proposed model was evaluated by 9 experts. The instruments included in- depth interview, open-ended questions in the focus group, and an evaluation form to validate the proposed model. The statistics used for analyzing the data included content analysis, frequency, percentage, mean, and standard deviation.

The findings revealed that the elements of digital knowledge leadership for vocational administrators consisted of six components, all of which are needed to be developed, i.e., digital vision, digital culture, digital knowledge, digital communication, digital professionalism and digital network. The development model of digital knowledge leadership for vocational administrators consisted of basic principles and concepts of the model, i.e., title, objectives, levels of development, and development methods which can be categorized  as follows: 1) Self–development of 2 methods, i.e., (1) In-company Training  and (2) Hybrid Training, 2) Professional Development of 2 methods, i.e., (1) professional learning community (PLC), (2) Administrator Profession Experience, and 3) Area-based Development implemented through 77 provincial vocational offices. The findings showed that the proposed digital knowledge leadership development model for vocational education administrators was highly appropriate and feasible at a very high level.