Innovative Models for Management Professional Development at the University of Cape Coast: Enhancing Administrators’ Excellence in the Digital Age

This study examines the effectiveness of current professional development models for administrators at the University of Cape Coast (UCC) and proposes a framework to enhance digital competencies in alignment with institutional excellence. Against the backdrop of rapid digital transformation in higher education, the research addresses four key objectives: 1) Assessing existing professional development models; 2) Evaluating innovative digital tools and strategies; 3) Analyzing the impact of administrators’ digital competencies on institutional performance; 4) Identifying implementation challenges and improvement strategies. Using quantitative approach, the study collected quantitative data through surveys (N = 171 administrators and IT staff). Partial Least Squares Structural Equation Modeling (PLS-SEM) and factor analysis revealed critical findings: traditional methods like workshops (loading = 0.792) and mentorship (0.807) remain valuable, but innovative approaches such as AI-powered platforms (0.913) and microlearning (0.632) show greater potential for competency development. The study identified significant challenges including funding constraints (loading = 0.884), resistance to change (0.721), and poor goal alignment (0.789), which hinder effective implementation. The major contribution of this research is the Professional Development for Digital Excellence (PD-DE) Framework which integrates adult learning theory, digital competency standards, and transformational leadership principles into a actionable model tailored for resource-constrained environments. This framework provides UCC with a strategic roadmap to: 1) Prioritize high-impact digital tools; 2) Address systemic barriers through policy reforms; 3) Foster a culture of continuous learning. The findings have immediate implications for decision-making at UCC, recommending specific allocations of resources toward scalable digital infrastructure, leadership training for change management, and competency-based evaluation systems. By bridging the gap between theory and practice, this study not only advances scholarly understanding of professional development in African higher education but also offers a replicable model for similar institutions navigating digital transformation.