Author(s)

Eunice Amoako Mensah¹, Dickson Senyo Yaw Amedahe², Nelson Borketey-Coffie³, Francis Kojo Semanu Afenyo Tsevi⁴, Abdul-Gafaar Sayibu⁵

¹Design Thinking and Innovation Hub, University of Cape Coast, Cape Coast, Ghana.
²College of Education Studies, Office of the Provost, University of Cape Coast, Cape Coast, Ghana.
³Directorate of Physical Development and Estate Management, University of Cape Coast, Cape Coast, Ghana.
⁴UCC Centre for African and International Studies, University of Cape Coast, Cape Coast, Ghana.
⁵Directorate of ICT Services, University of Cape Coast, Cape Coast, Ghana.

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.

Professional Development, Digital Competencies, Institutional Excellence, Digital Transformation, Higher Education, University of Cape Coast

Mensah, E. , Amedahe, D. , Borketey-Coffie, N. , Tsevi, F. and Sayibu, A. (2025) Innovative Models for Management Professional Development at the University of Cape Coast: Enhancing Administrators’ Excellence in the Digital Age. Intelligent Information Management, 17, 140-160. doi: 10.4236/iim.2025.174008.