Evidence-informed leadership in higher education has gained increasing prominence across Europe, responding to growing demands for accountability, transparency, and innovation in policy and practice. This paper critically reviews the conceptual foundations, mechanisms, and implications of evidence use in higher education leadership, drawing on the European and international literature. It examines both the potential of evidence to enhance decision-making and the persistent challenges that limit its effective integration into leadership practices. Despite the expansion of data systems and the growing use of analytics, the translation of evidence into meaningful leadership action remains uneven. Key barriers include fragmented data infrastructures, limited data literacy among leaders, tensions between managerial metrics and academic values, and resistance to externally imposed performance frameworks. Emerging developments, particularly the rise in artificial intelligence and algorithmic decision-making, further complicate the landscape by raising concerns about transparency, bias, and ethical responsibility. The paper argues for a more reflexive and context-sensitive approach to evidence-informed leadership. It highlights the need to move beyond technocratic models towards practices that value professional judgment, stakeholder engagement, and diverse forms of knowledge. Such an approach is essential for fostering ethically grounded and sustainable leadership capable of supporting transformative change in European higher education.
Chatzipanagiotou et al. (Mon,) studied this question.