Abstract
The implementation of the Tri Dharma of Higher Education is a fundamental mandate for lecturers that requires the support of adaptive and transformative academic leadership. However, higher education leadership practices still tend to be administratively and bureaucratically oriented, which may limit the optimization of lecturers’ roles in teaching, research, and community service. This article aims to conceptually examine the paradigm of progressive leadership in strengthening lecturers’ implementation of the Tri Dharma of Higher Education. The method employed is a conceptual study through critical analysis of the literature on higher education leadership and Tri Dharma policies. The findings indicate that progressive leadership plays a crucial role in empowering lecturers, fostering a collaborative academic climate, and integrating teaching, research, and community service as a unified academic endeavor. The conceptual implications of this study emphasize that the development of higher education leadership should be directed toward adaptive, participatory, and quality-sustainability–oriented approaches in higher education.
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