Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This paper explores the relationship between information systems (IS) and instructional systems design (ISD) to innovate an extended Baldridge Performance Indicator (BPI) model for developing massive open online courses (MOOCs). The project is part of an ongoing collaborative research project between the Universiti Sains Malaysia, Penang and RMIT University, Melbourne, Australia, to design and implement online digital leadership training modules for the Malaysian higher education leadership academy (AKEPT). To date, the education sector has been slow to adopt the BPI for academic performance recognition. This paper presents a work in progress that highlights the importance of designing effective training ePedagogies, which promote good digital leadership skills based on four MOOCs modules: vision, mission and values; digital workforce environment; digital workforce engagement; and ethical digital leadership behaviour. The extended BPI model will enable accurate measurement of visionary academic digital leadership, such as: (1) definition and application of key knowledge and concepts; (2) independence, self-determination, self-teaching and self-motivation; (3) problem-solving, thinking and computing skills; (4) strong ethical characteristics and values; (5) awareness of societal, health, safety, legal and cultural issues; and (6) recognition of the need to undertake life-long learning.
