This study explores the crucial role of leadership communication, language, and discourse in facilitating organisational change within higher education institutions across diverse institutional contexts. By analysing scholarly research, the study identifies key patterns and strategies that impact change outcomes in academic settings. It reveals that communication transcends being a mere tool for disseminating information; rather, it is a core leadership competency that shapes the construction of organisational reality. The concept of communicative leadership is particularly relevant to higher education, highlighting the importance of dialogue, consultation, and collaborative meaning-making among diverse stakeholders, including faculty, staff, and students. Using a thematic synthesis methodology that combines meta-ethnography and grounded theory approaches, the research proposes a comprehensive Communicative Change Leadership Framework (CCLF) comprising five interconnected components: Contextual Assessment and Stakeholder Analysis, Strategic Communication Planning, Discourse and Language Strategy, Multi-Channel Engagement Implementation, and Continuous Feedback and Adaptation. Key findings underscore the significance of developing stakeholder-specific communication strategies, the effectiveness of inclusive language and metaphorical frameworks, and the benefits of viewing resistance as a resource for improvement rather than an obstacle. This study contributes to both theoretical understanding and practical application by offering evidence-based recommendations for higher education leaders navigating complex organisational transformations in competitive academic environments.
Aisha Yousef Aljendan (Fri,) studied this question.