Strategies for Transforming Doctoral Non-Completion into Academic Leadership Empowerment: Insights from Higher Education Management Practices

Abstract

Doctoral non-completion among academic staff presents a persistent challenge for higher education institutions seeking to maintain competitiveness and leadership capacity. This study explores strategies for transforming doctoral non-completion into academic leadership empowerment within a Malaysian university context. Using a qualitative case study design at Universiti Teknikal Malaysia Melaka (UTeM), data were collected through semi-structured interviews with three senior academic leaders. Thematic analysis revealed three interrelated strategies which are structured personal development, empathetic and collaborative culture, and faculty development and career advancement. These strategies collectively reposition non-completion as a developmental pathway rather than a terminal setback. Findings align with Malaysia’s Education Blueprint (Higher Education) 2015–2025 and AKEPT’s leadership agenda. The noble purpose of this study is to provide actionable insights that enable universities to retain talent, safeguard institutional reputation, and accelerate leadership capacity while doctoral completion remains in progress.