Examining Leadership and Management of Digital Student Services in Higher Learning Institutions: A Case of the Open University of Tanzania

Abstract

This study examined students’ experiences with Digital Student Services (DSS) and explored the leadership strategies used by staff responsible for day-to-day management of these services at the Open University of Tanzania (OUT), focusing on one regional centre. Using a mixed-methods approach, data were collected from 300 students via structured questionnaires and from five key staff members via semi-structured interviews. Quantitative data were analysed using descriptive statistics, while qualitative data underwent thematic analysis. Findings revealed that students frequently interacted with multiple digital platforms, including Moodle, SARIS, and ARMIS, indicating widespread adoption of DSS. However, variations in usage patterns highlighted inconsistencies in accessibility, user experience, and system responsiveness. Students noted challenges, including delayed updates, limited technical support, and interoperability issues with the platform. On the leadership side, the study found that staff employed several adaptive strategies, including proactive technical support, decentralisation of ICT personnel, and training initiatives to improve system functionality and user competence. These strategies aligned with distributed leadership theory and emphasised collaborative problem-solving and resource allocation. The study concludes that while OUT has made significant strides in digital service provision, gaps in system integration and responsiveness remain. It recommends strengthening inter-platform interoperability, increasing user support services, and enhancing staff capacity through continuous professional development. Overall, the findings contribute to ongoing efforts to improve the governance and delivery of digital student services in open and distance learning contexts.