Driving Academic Excellence: Assessing Workforce, Leadership, and Governance Impact on Faculty Performance in a Private University (EdPEx Case Study)

Taminee  Shinasharkey; Qizhen  Gu; Chompu Nuangjamnong

Authors

Taminee Shinasharkey Graduate School of Business and Advanced Technology Management, Assumption University
Qizhen Gu 3Graduate School of Business and Advanced Technology Management, Assumption University https://orcid.org/0009-0004-1157-3848
Chompu Nuangjamnong Graduate School of Business and Advanced Technology Management, Assumption University https://orcid.org/0000-0002-6909-2690

Keywords:

Faculty performance, Higher education leadership, Workforce development, Governance models, EdPEx framework

Abstract

This study investigated how workforce conditions, leadership effectiveness, and governance structures influence faculty performance in an EdPEx-accredited private university, and proposes actionable strategies to enhance institutional quality. An explanatory sequential mixed-methods design was applied. Quantitative data were collected via a faculty survey (N = 61; 94% response rate) and analyzed using JAMOVI (regression, ANOVA, chi-square), followed by semi-structured interviews with purposively selected informants (n = 5) analyzed thematically in NVivo. The results indicate strong institutional strengths in ethical leadership (M = 4.5/5) and financial governance (M = 4.7/5), alongside critical gaps in technological resources (M = 2.9/5) and work–life balance support (M = 2.7/5). Inclusive policies were significantly associated with innovation (X² = 12.4, p < .001), while performance metrics showed no meaningful relationship with retention (r = .18). Overall, the findings suggest that EdPEx provides a robust quality framework, but effective implementation depends on targeted, faculty-centered interventions. Accordingly, a phased action plan is proposed, emphasizing technology enhancement, tiered faculty development, and increased governance transparency to strengthen faculty performance and institutional excellence.

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