ABSTRACT

This research employed an exploratory sequential research design, commencing with a qualitative phase followed by a quantitative phase. The initial qualitative segment utilized a semi-structured research design to investigate the determinants of soft leadership exhibited by leaders within Chinese Higher Education Institutions (HEIs). The study enlisted 12 key informants, comprising presidents and deans, and an additional 24 minor key informants, consisting of teachers. Data analysis involved content analysis, leading to the identification of six objective factors and six subjective factors that contribute to the configuration of soft leadership. The objective factors encompassed gender, age, working experience, lifelong learning, education and training, and working environment, while the subjective factors encompassed effective communication and consideration, triggering self-reflection of subordination, forward-looking based on past experience, acceptance of others' abilities, staying attuned to the younger generation, and introspective self-assessment. Following the initial phase findings, a 30-question questionnaire derived from the six subjective factors was administered. Five hundred questionnaires were distributed to presidents, deans, administrators, and teachers, with 422 returned and subjected to exploratory factor analysis. The results demonstrated that all factors scored around 90%, affirming the significant contribution of each of the six factors to the development of soft leadership. Consequently, this study concludes that these six factors are imperative for embodying the traits of a soft leader.