Leading for Adaptive Performance in Higher Education Institutions: Why Do Quality of Work-Life and Faculty Commitment Matter?

Abstract

Purpose: Adaptive performance has gained momentum critically as they navigate rapid technological, pedagogical, and organizational change in higher education. In this context, the study aims to investigate the role of adaptive leadership, work-life balance, and commitment on faculty’s adaptive performance.

Design/Methodology: The study uses an analytical research design based on stratified sampling techniques. A structured questionnaire was used to collect data using a survey from 406 full-time teaching faculty (professors, associate professors, and assistant professors) of Nepalese universities from December 2024 to April 2025. Descriptive statistics were used to identify the respondents’ descriptive facts, while associations and effects of predictor variables were examined using inferential statistics.

Findings: The findings demonstrate that adaptive performance is not merely an individual capability, but a socially embedded outcome shaped by leadership-driven work environments and commitment. Adaptive leaders create supportive working environments through quality work-life practices that enhance commitment.

Originality/value: This study is original as it integrates the Adaptive Leadership, Quality Work-life framework, Job Demand Resource framework, and Pulakos’ Adaptive Performance models to reveal distinct motivational pathways, offering a context-specific understanding of faculty adaptive performance.  In this way, the study opens new discussions on how institutions can strategically enhance faculty adaptive performance through shaping leadership-driven work environments and commitment.