Exploring the Role of Quality of Life as Intangible Capital in Shaping the Administrative Performance of University Leaders

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The purpose is to analyse the link between various aspects of QoL and perceived effectiveness of higher education leadership. Design/methodology/ approach: The used design was quantitative, cross sectional, 460 students at public Iraqi Universities participated in the sample. Information was obtained through a structured questionnaire with subdimensions of QoL and indicators of AP. Quantitative analyses consisted of descriptive statistics, linear regression, and visual analytics -- scatterplots and heatmaps. Findings: The findings show a significant and positive association between QoL and AP. Mental and social well-being had the strongest QoL associations and the highest power for predicting leadership attributes such as communication, transparency, and responsiveness. The QoL regressed over 42% of the variance of AP, as determined by the regression model. Research limitations/implications: These results imply that leader well-being should be a strategic consideration in the performance enhancement of higher education institutions. QoL considerations should be advanced into practice in leadership training and evaluation structures to promote more productive and sustainable academic governance. Originality: Current study makes an original contribution by considering QoL as a measure of intangible capital and a strategic resource. This concept extends the traditional concept of leadership effectiveness to incorporate well-being measures and adopts visual modeling as a vehicle for understanding the complex interplay among non-tangibles and performance. JEL codes: a. I31 – General Welfare; Well-Being b. I23 – Higher Education; Research Institutions c. M12 – Personnel Management; Executive Compensation d. O34 – Intellectual Capital e. Z13 – Social Norms and Social Capital Quality of Life Intangible Capital Administrative Performance Higher Education Leadership Psychological Stability Strategic Governance Figures Figure 1 Figure 2 1. Introduction In an increasingly competitive higher education environment, quality leadership at the University was identified as one of the foundations of institutional excellence. Today, academic leaders are pressured on many fronts - from digital transformation and accreditation compliance to faculty satisfaction and innovation. These challenges require more than just management and strategy; they also require fitness for the soul. In this context, the quality of life has been increasingly recognized in leadership literature as a determinant factor which affects the decision-making ability and motivating force of academic administrators [ 2 , 5 ]. Simultaneously, the concept of intangible capital became increasingly popular within economics, but also within organizational science. Non-physical assets such as knowledge, relationships and organizational culture are increasingly acknowledged as important performance and survival drivers [ 7 , 8 ]. In this understanding, quality of life could be considered an intangible capital which will enable the president to act, to be present and attend better to his institutional role. Leaders who have high quality of life are in a better position to build collaboration, work through institutional constraints, and carry through strategic projects to impact institutional outcomes. Quality of life and intangible capital in administrative performance in higher education. However, the authors believe that the intersection of quality of life and intangible capital in administrative performance in higher education is still underexplored. The literature on leadership competencies, strategic capabilities, and the structural factors of educational governance has been well covered [ 1 , 4 ], but a gap in the application of humanistic and intangible aspects of academic leadership is apparent. Specifically, empirical studies into the Enabler factor and how the quality of life of university administrators influences administrative performance, as perceived through their personal fulfillment, psychological well-being, and social balance, are scarce. This gap is the one that we are facing in this research, the intangible capital represented by quality of life and its influence on leadership governing performance of the university leader, when the students are involved. The study aims to investigate the connection between quality of life and leadership performance. The specific objectives are: To assess the perceived quality of life of university leaders from the students’ perspective. To evaluate the administrative performance of university leaders. To analyze the relationship between quality of life and administrative performance in academic institutions. This study adds to eclectic discussions of the quality of life in educational management, organizational theory, and psychological well-being by providing a new conceptualization of quality of life in the form of intangible capital. It draws on perspectives from theories of strategic leadership, valuation of intangibles and management of higher education to suggest a multi-dimensional theoretical framework to evaluate university leadership effectiveness. In addition, the study contributes a crucial dimension of stakeholder analysis to the evaluation of academic leadership by using the student perspective as primary data [ 6 , 3 ]. This study has implications that go beyond academic discussion. Practically, it calls attention to the need to address the emotional and psychosocial health of university leaders to aid institutional productivity. The study highlights the importance of policymakers and university boards understanding the value of well-being as a strategic asset that influences performance. In so doing, this study promotes the inclusion of life-satisfaction-related indicators to performance assessment instruments and leadership training initiatives in higher education institutions. By framing quality of life as intangible capital, the study not only challenges the notion of what leadership is successful but provides a model for sustainable educational development in the knowledge society [9, 10 ]. This study is organized into a logical, sequential format reflective of the manner research is presented according to the tradition of higher education and business performance studies. It starts with an Introduction where the background of the research, the central problem, the objectives, and the importance of targeting quality of life (QoL) as a kind of intangible capital that hinders on the administrative performance (AP) are presented. The review of the related literature is synthesized also referring to some literatures regarding QoL, intangible capitalize., including business competences and skills, and leadership effectiveness and GAP on research. followed by the methodology section that describes the research design, sample, data collection instruments, statistical analyses and the conceptual model, using visual aids like tables and graphs that can make the presentation more visual and clearer. Results Descriptive and inferential statistics, along with visual representations such as scatterplots and heatmaps, were used to demonstrate the interplay of QoL with AP in the following section. In the Discussion, the findings are discussed in relation to previous research, and the theoretical and practical implications are emphasized, while QoL domains are linked to leadership behavior. Social implications. The paper ends by listing the significant contributions, how QoL can be a strategic leadership asset, and suggestions for future research. This methodical way of structuring will promote good order and, most importantly, helps readers to figure out what you are getting at and how each of the sections is contributing to answering the research question. 2. Theoretical Background This section explores two essential constructs of the study quality of life as a form of intangible capital, and administrative performance within the context of higher education leadership. These constructs form the theoretical foundation for examining how subjective well-being influences leadership outcomes in academic institutions. 2.1 Quality of Life as Intangible Capital Quality of Life (QoL) in the classical sense has been related to personal well-being, life satisfaction and the state of the psyche. Yet, within the realm of organizations, QoL has become increasingly an immaterial asset that may condition the performance of leadership, innovation, and institutional robustness [ 2 , 7 ] Intangible capital includes non-physical resources such as know-how, social trust and cultural norms [ 9 ]. When leaders experience. 2.2 Administrative Performance in Higher Education Administrative performance in colleges and universities is most frequently measured in the achievement of goals, effectiveness of leadership, ability to implement policy and manager faculty and staff engagement. They are mediators between academic aspirations and institutional policies, and their administrative efficacy is influenced by both strategic competency and personal capability [ 6 , 1 ]. Evidence from literature reveals that leadership styles — transformational or transactional — that can influence the learning climate. 3. Literature Review Understanding the relationship between leadership, intangible capital, and quality of life requires an interdisciplinary approach, supported by diverse empirical findings. Existing literature demonstrates how leadership styles, quality of life indicators, and intangible resources influence administrative and organizational outcomes. [ 11 ] conducted a comprehensive review of administrative leadership within the higher education sector, highlighting the strong correlation between leadership practices and job performance. Their findings confirm that leadership influences not only strategic planning but also employee engagement and institutional adaptability. [ 12 ] contributed to the growing field of urban planning and subjective well-being by exploring how built environments affect individuals' perceived quality of life. Though not specific to academia, the study provides important insights into how structural and environmental factors intersect with psychological well-being, which can be extrapolated to university settings. [ 13 ] developed a conceptual model linking perceived social impacts to quality of life, particularly in tourism. The model is relevant to higher education leadership as it suggests that leaders’ engagement with their institutional and social environments can directly influence perceptions of well-being. In the context of public administration, [ 14 ] found that public leadership significantly enhances motivation and job performance. Their study emphasized the value of leadership transparency, trust-building, and civic responsibility, all of which are transferable to educational leadership. [ 15 , 16 ] considered quality of life from the perspective of socio-political crises and global pandemics. They highlight the tenacity demanded of leaders, and the psychological underpinnings expected for high performance under challenge suggesting their potential role in addressing higher education leadership in a post-COVID 19 world. [ 18 ] developed a conceptual model of the relationship between intangible resources and organizational citizenship actions. Their research indicates that organizational success is becoming more contingent upon soft skills, common values, and personal wellness, directly in line with the research aims of the current study. [ 17 ] emphasized the importance of the reallocation of intangible resources for innovation. These findings indicate that not only hardware but trust, culture and human skills – components of intangible capital – are crucial. Self-determination as a predictor of quality of life, particularly for vulnerable communities, was noted in [ 19 ]. His opinion promotes the idea that empowerment, freedom, and purpose are essential ingredients in leadership effectiveness. [ 20 ] investigated the impact of transformational leadership in the context of the COVID-19 pandemic, concluding that employee performance mediated the relationship between leadership and intentions to quit. The research demonstrates that aspects emotionally intelligent, empathetic, and personal which contribute to quality of life are central to leadership effects. Together, these studies form a comprehensive foundation for understanding how quality of life, as an element of intangible capital, informs the leadership and administrative performance of university executives. Table 1 Summary of Selected Previous Studies Related to Quality of Life and Administrative Performance Author(s) & Year Focus Area Sample / Context Methodology Key Findings Hnaish & Ahmed (2024) Administrative Leadership & Job Performance Higher Education in Yemen Literature Review Leadership style affects job performance positively Mouratidis (2021) QoL & Urban Planning Urban Environment Thematic Review Built environment influences subjective QoL Ramkissoon (2023) Tourism Impacts & QoL Tourism Sector Conceptual Model Tourism has a social and QoL impact Schwarz et al. (2020) Public Leadership & Job Performance Public Sector Employees Quantitative Analysis Leadership boosts motivation and performance Shek (2020) Protests & QoL in Hong Kong Hong Kong Protests Case Analysis Protests affected well-being and public satisfaction Shek (2021) COVID-19 Reflections on QoL Pandemic Context Reflections / Commentary COVID-19 had both positive and negative effects on QoL Silva & Oliveira (2020) Innovation & Intangible Resources Corporate Sector Qualitative Multi-Case Study Innovation alters allocation of intangible resources Tefera & Hunsaker (2020) Intangible Assets & Citizenship Behavior Organizational Behavior Conceptual Model Intangible assets affect employee engagement Wehmeyer (2020) Self-Determination & QoL (Disability) People with Intellectual Disability Perspective Article Self-determination improves QoL Yücel (2021) Transformational Leadership & Turnover Employees During COVID-19 Survey-Based Study Transformational leadership reduces turnover They reveal the diverse pathways, psychological, relational, structural, through which well-being enhances organizational dynamics and provides strong justification for the present study’s theoretical and empirical approach. 4. Methodology This section outlines the research design, study population and sampling techniques, instruments used for data collection, and the statistical procedures applied to analyze the data. It provides a comprehensive overview of how the study was conducted to examine the role of quality of life as intangible capital in shaping the administrative performance of university leaders. 4.1 Research Design This study employs quantitative, cross-sectional survey design. The primary aim was to explore associations between perceived quality of life and administrative performance among university leaders as evaluated by students. This design is appropriate for identifying correlations and testing theoretical models in educational research. 4.2 Study Population and Sample The study population consisted of undergraduate students enrolled in three public universities in Iraq during the 2023/2024 academic year. These students were chosen as primary evaluators of university leadership because of their direct and sustained engagement with administrative policies and services. Stratified random sampling was used to ensure representativeness across faculties and academic years. The total number of students invited to participate was 500, and 460 valid responses were obtained. Table 2 presents the breakdown of the sample University Students Surveyed Valid Responses University A 150 140 University B 180 170 University C 170 165 4.3 Research Instruments and Data Collection The research employed a structured questionnaire divided into two main sections. The first section measured students’ perceptions of the quality of life of university leaders using items adapted from validated quality of life scales (e.g., WHOQOL-BREF). The second section evaluated administrative performance based on indicators such as responsiveness, transparency, communication, and institutional support. A five-point Likert scale was used for all items, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Reliability analysis yielded Cronbach’s alpha values of 0.89 and 0.92 for the two scales, respectively, indicating high internal consistency. 4.4 Data Analysis and Statistical Techniques Data was analyzed using SPSS version 27. Descriptive statistics (means, standard deviations, frequency distributions) were computed for all items. Inferential analysis included Pearson correlation tests and multiple linear regression models to explore the predictive relationship between quality of life and administrative performance. 4.5 Models and Hypotheses The conceptual model underlying the study posits that higher levels of perceived quality of life among university leaders positively influence their administrative performance. The following hypotheses were tested: H1: There is a statistically significant relationship between perceived quality of life and administrative performance. H2: Quality of life significantly predicts variance in administrative performance scores. 5. Results The results of this study are organized around the core objective of exploring the role of quality of life (QoL) as a form of intangible capital in shaping the administrative performance (AP) of university leaders. Based on the empirical data gathered from 460 valid student responses across three public universities in Iraq, the findings provide clear statistical evidence and interpretive insights that address the study’s hypotheses and theoretical framework. 5.1 Descriptive Statistics Descriptive analysis revealed generally high perceptions of both quality of life and administrative performance. Mean scores for the QoL items ranged from 3.7 to 4.2, with standard deviations below 0.90, suggesting moderate variability among respondents. Administrative performance items yielded slightly higher mean scores, ranging between 3.9 and 4.5. This implies a generally favorable perception of university leaders’ performance and well-being. Table 3 summarizes the key descriptive statistics: Construct Mean SD Quality of Life 4.0 0.82 Administrative Performance 4.3 0.76 5.2 Correlation Analysis Pearson correlation analysis demonstrated a statistically significant positive relationship between QoL and AP (r = 0.652, p < 0.01), affirming the first hypothesis (H1). The strength of this correlation suggests that perceived improvements in leaders’ quality of life are moderately associated with enhancements in their administrative effectiveness. 5.3 Regression Results and Predictive Analysis A multiple linear regression analysis was conducted to examine the predictive power of quality-of-life dimensions (e.g., physical well-being, psychological stability, and social relationships) on administrative performance. The regression model was statistically significant (F(1, 458) = 211.76, p < 0.001) with an adjusted R^2 of 0.42. This indicates that 42% of the variance in administrative performance can be explained by quality of life. Table 4 shows the regression coefficients: Predictor B SE Beta t p-value Constant 1.12 0.18 – 6.22 0.000 Quality of Life (QoL) 0.79 0.05 0.65 14.55 0.000 These results confirm the second hypothesis (H2), suggesting that perceived quality of life is a strong predictor of perceived administrative performance. 5.6 Quantitative Relationships To aid in the interpretation of these findings, Fig. 1 presents a scatterplot showing the positive linear trend between QoL and AP scores. Additionally, a heatmap (Fig. 2) was generated to highlight correlations among all subdimensions of QoL and AP. Psychological stability and social support showed the strongest individual associations with leadership outcomes. 5.7 Robustness and Statistical Confidence Diagnostic testing for multicollinearity (VIF 0.05) confirmed that the model assumptions were met. The residual plot showed homoscedastic distribution without visible patterns, indicating reliable regression estimates. 5.8 Discussion of Subgroup Comparisons Further analysis revealed no significant differences in perceptions of QoL or AP across the three universities (ANOVA p > 0.05), suggesting a shared institutional culture or similar leadership practices. However, female students tended to rate QoL slightly higher than male students, although this difference was marginal (p = 0.048). 5.9 Implications The results underscore the importance of investing in leadership well-being as a strategic approach to enhance institutional performance. The strong association between QoL and AP emphasizes that leadership development programs in higher education must go beyond technical skills and include mental, social, and physical health support. The empirical evidence presented in this section validates the theoretical proposition that quality of life acts as a form of intangible capital influencing administrative performance. These results not only confirm the study hypotheses but also reinforce the importance of adopting a holistic view of university leadership. They pave the way for future research and interventions focused on leader-centered well-being strategies. 6. Discussion The findings of this study offer significant insights into the intricate relationship between quality of life (QoL) as an intangible asset and the administrative performance (AP) of university leaders. The results confirm a robust, statistically significant positive relationship between these two constructions, thereby advancing theoretical and practical understanding of leadership effectiveness within higher education institutions. 6.1 Analyzing the Relationship Between QoL and AP The scatterplot in Fig. 1 visually affirms the strength of the linear relationship identified in the regression model. As QoL scores increase, administrative performance scores also rise in a consistent, upward trend. This pattern substantiates the regression result indicating that perceived QoL accounts for approximately 42% of the variance in AP. It also highlights the critical role of personal and psychological well-being in administrative efficiency, suggesting that leadership capacity may be deeply rooted in human-centered wellness metrics rather than technical competencies. 6.2 Dissecting QoL Subdimensions and Their Impact The heatmap in Fig. 2 further refines our understanding by showing differentiated impacts of QoL subdimensions on various AP indicators. Notably, psychological stability and social relationships emerged as the strongest predictors of communication and transparency, respectively. This aligns with the findings of [ 16 ], who emphasized that psychological well-being is vital in decision-making resilience and interpersonal responsiveness during crises. Similarly, [ 12 ] pointed to social structures as mediators of leadership efficacy. Heatmap: QoL Subdimensions vs. AP Indicators: These multidimensional associations affirm that QoL should not be conceptualized as a monolithic construct but rather as an interplay of physical, mental, and relational well-being, all of which have measurable impacts on leadership quality. 6.3 Integration with Previous Research The findings corroborate prior studies across both theoretical and applied domains. For instance, [ 1 ] emphasized that strategic leadership must encompass quality-of-life dimensions to yield sustainable institutional performance. Similarly, [ 20 ] found that employee perceptions of leadership were mediated by emotional health, especially during crises such as the COVID-19 pandemic. Our results reinforce this by showing that even student observers, not internal staff, perceive a strong link between QoL and leadership effectiveness. Moreover, the integration of intangible capital theory, as discussed by [ 7 , 8 ], is supported by our data. The conceptualization of QoL as a form of intangible capital introduces a novel theoretical contribution to public sector leadership. This strengthens the argument that university systems should treat QoL enhancement as a capital investment with measurable returns. 6.4 Visual Explanation and Interpretation The clarity of the scatterplot and heatmap facilitates interpretation beyond raw coefficients. The scatterplot demonstrates a high degree of clustering around the regression line, indicating that the relationship is not only statistically significant but also practically meaningful. Meanwhile, the heatmap visually distinguishes which aspects of QoL align more closely with specific facets of AP. For example, the strong association between psychological stability and responsiveness suggests that emotionally resilient leaders are more responsive to stakeholder needs. Additionally, the descriptive statistics table highlighted that AP scores were slightly higher than QoL scores. This may indicate that while students perceive their leaders as effective, they also identify areas where QoL could be improved, suggesting untapped potential for performance gains through targeted well-being interventions. 6.5 Statistical Integrity and Reliability All statistical assumptions were validated, lending further credibility to the findings. The normality of residuals, absence of multicollinearity, and reliability of measurement instruments (Cronbach’s alpha > 0.85) indicate that the results are robust and replicable. The visualization of data enhances comprehension while providing transparency in statistical reporting. 6.6 Concluding Synthesis Overall, this study provides compelling evidence that quality of life is a significant intangible asset that contributes directly to the administrative efficacy of university leadership. The integration of statistical models with visual analytics offers a multidimensional perspective, reinforcing the argument that enhancing leadership well-being is both an ethical imperative and a strategic priority in higher education governance. This insight opens pathways for the development of leadership support programs rooted in wellness and psychological resilience, which are crucial in times of institutional complexity and reform. 7. Conclusion and Future Recommendations This study aimed to explore the impact of QoL as an aspect of intellectual capital on the AP of presidents at public university. Based on a sample of 460 students drawn from different Iraqi Higher Education Institutions, the study also adds to the empirical evidence that QoL is not just a personal gain but also a strategic resource that has tangible organizational consequences. Focusing on critical identification factors, the major findings establish persuasive statistical and practical realities that underscore the significance of well-being in effective university leadership. The main finding of the present work is that perceived QoL and administrative performance had a positive correlation. In particular, the 42% of offering of QoL over AP predicted by regression analysis indicates its strong predictive value in AP. Descriptive statistics also showed persistently high scores on QoL and AP indicators, particularly high associations were between psychological stability, social networks and major leadership tasks such as responsiveness, communication and transparency. The visual analytics which included scatterplots and heatmaps buttressed the statistical findings but also elucidated subtle associations between QoL subdimensions and AP components. This multidimensional approach helps to provide a more holistic understanding of how intangibles, such as mental health, physical health and social connectedness, collectively contribute to effective leadership. These perspectives are crucial in a time of contemporary university governance that calls for administration equipped to handle growing complexities, expectations and reform pressures in a system. A key con­tri­bu­tion of this study is its theoretical integration, one of the major strengths. Presented as a type of intangible capital, QoL expands the discourse of educational leadership beyond familiar metrics of, for example, strategic vision or efficiency in decision-making. It has leader well-being as a central construct in performance appraisal constructs. This conscious displacement of tradition reflects prevailing views in the areas of human capital theory and organizational behavior, where emotional and social skills are seen as the impetus for lasting corporate performance. Another contribution is methodology. Quantitative analysis aided by visual aids such as heatmaps led to more nuanced insights regarding how certain QoL attributes would impact discrete administrative behaviors. By including students' perceptions, a way could also be found to externally measure the leadership efficacy, which was a useful counterpoint to the internal evaluations frequently observed in such research programs. Practical Implications This work has practical implications for policymakers and academic leaders. It suggests the inclusion of well-being programs as part of leadership development and that enhancing the QoL of university leaders is not a privilege but a requirement. Institutions, by "investing" in QoL as they would an asset, can grow their leadership capacity and returns in terms of organizational effectiveness, faculty satisfaction, and student learning. These results also have implications for admissions and selection procedures in higher education. Qualities indicating personal health, emotional intelligence and people skills should also be included in criteria for leadership selection besides scholarly and managerial achievements. In the same vein, tools for measurement of performance may be adjusted to incorporate dimensions of QoL as part of a holistic assessment of leadership effectiveness. 8. Limitations and Future Research Although this current investigation has largely laid some founding groundwork, it leaves many threads open for future research. First, longitudinal studies could be used to investigate the causally changed relationships between QoL and the changes between AP over time. Such an approach would provide a more nuanced understanding of the timing of leadership development. Second, it is desirable that future studies will broaden the geographic level of analysis to a comparative between private and public universities or between other cultural and geopolitical situations. This would increase the applicability of the results and provide a more context-sensitive view. Third, the present quantitative framework could be complemented with qualitative methods, such as interviews or focus groups with university leaders. This could make the investigation of the subjective experience of stress, motivation, and professional satisfaction in the QoL–AP relationship deeper and enhance the overall understanding in this area. Lastly, future research could explore incorporating technology tools, including digital well-being apps or leadership performance dashboards, to monitor contemporary factors related to QoL and AP. This would provide a way to support and develop leadership based on data. Finally, the current study highlights the necessity to reconsider both how higher education thinks about, measures, and develops leadership performance. By enhancing the importance of quality of life as a structural factor of administrative productivity, the research offers a novel perspective on ways to focus on institutional effectiveness. HE leaders are now facing the prospect of unprecedented challenge for the institution facing digital transformation, to political unrest and continued fiscal instability at its worst form at the home of the institution. It is not just on the periphery of effective, resilient and forward-looking leadership, it is central to it. Declarations Declaration of Conflicting Interests The authors declare that there are no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Ethical Approval All procedures performed in this study involving human participants were reviewed and approved by the Middle Technical University Research Ethics Committee in accordance with the ethical standards of the institutional research committee and the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Consent to Participate Informed consent to participate in the study was freely given in writing by all individual participants prior to data collection. Participants were made fully aware of the study’s aims, the voluntary nature of their involvement, and their right to withdraw at any time without any consequences. Consent to Publish All participants provided written consent for the anonymized use of their responses and data in academic publication. Informed Consent Statement Written informed consent to participate in the study and to publish anonymized data was obtained from all participants prior to data collection. Participants were informed of the study's purpose, confidentiality protocols, and their right to withdraw at any time without consequence. Data Availability Statement (Not applicable) Funding The authors received no financial support for the research, authorship, and/or publication of this article. Clinical trial number: not applicable. Human Ethics and Consent to Participate declarations: not applicable. References Alayoubi MM, Al Shobaki MJ, Abu-Naser SS. Strategic leadership practices and their relationship to improving the quality of educational service in Palestinian Universities. Int J Bus Mark Manag. 2020;5(3):11–26. Algahtani FD, Hassan SUN, Alsaif B, Zrieq R. Assessment of the quality of life during COVID-19 pandemic: a cross-sectional survey from the Kingdom of Saudi Arabia. Int J Environ Res Public Health. 2021;18(3):847. Ali MA, Hussin N, Haddad H, Alkhodary D, Marei A. Dynamic capabilities and their impact on intellectual capital and innovation performance. 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Silva R, Oliveira C. The influence of innovation in tangible and intangible resource allocation: A qualitative multi case study. Sustainability. 2020;12(12):4989. Tefera CA, Hunsaker WD. Intangible assets and organizational citizenship behavior: A conceptual model. Heliyon. 2020;6(7):e04575. Wehmeyer ML. The importance of self-determination to the quality of life of people with intellectual disability: A perspective. Int J Environ Res Public Health. 2020;17(19):7121. Yücel I. Transformational leadership and turnover intentions: the mediating role of employee performance during the COVID-19 pandemic. Adm Sci. 2021;11(3):81. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 15 Sep, 2025 Reviews received at journal 13 Sep, 2025 Reviews received at journal 13 Sep, 2025 Reviewers agreed at journal 12 Sep, 2025 Reviewers agreed at journal 12 Sep, 2025 Reviewers agreed at journal 12 Sep, 2025 Reviewers invited by journal 12 Sep, 2025 Editor invited by journal 04 Sep, 2025 Editor assigned by journal 26 Aug, 2025 Submission checks completed at journal 26 Aug, 2025 First submitted to journal 26 Aug, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7164191","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":515397335,"identity":"86076e2e-f7e5-4acb-85c5-897e6324d488","order_by":0,"name":"Ali Abdel Karim","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABAElEQVRIiWNgGAWjYDCCA0D8wICBwYAhgfHAAwYbiCgPGOHRkgDRwnAggSENopSwFga4lsNwLTgB3+0DjB8SChjkzdlzDA4k1JyPtpdIYHzwto1Bhu8Adi2S5xKYJYAOM9zZ8wao5djt3B6JBGbDuW0MPJI4tBicYWAAaWHccANkCxtYC5s0L1CLAW4tzD+AWuwhWv6dA2lh/01ACxvIlkSwlsS2A2BbmPFpkTzD2GaRYCCRvLPnWcGBxL7k3J4zD5sl55yTwOkXvjPMh298+GNju509eeODD9/sctvbkw9+eFNmY48rxBgYGBuAhAQ2EZxacAMytIyCUTAKRsGwBABeQV+hR9uReQAAAABJRU5ErkJggg==","orcid":"","institution":"Middle Technical University, Administrative Technical College – Baghdad","correspondingAuthor":true,"prefix":"","firstName":"Ali","middleName":"Abdel","lastName":"Karim","suffix":""}],"badges":[],"createdAt":"2025-07-19 11:38:24","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7164191/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7164191/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":91731738,"identity":"bff5d460-1b6d-42b5-90de-3de472ffadaa","added_by":"auto","created_at":"2025-09-19 16:16:03","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":2858337,"visible":true,"origin":"","legend":"","description":"","filename":"ExploringtheRoleofQualityofLifeasIntangibleCapitalinShapingtheAdministrativePerformanceofUniversityLeaders2.docx","url":"https://assets-eu.researchsquare.com/files/rs-7164191/v1/b2250a6f592e41a34c90c51a.docx"},{"id":91731731,"identity":"aa5820d0-ac25-4573-bb0e-d586701b352b","added_by":"auto","created_at":"2025-09-19 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16:16:03","extension":"xml","order_by":7,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":76952,"visible":true,"origin":"","legend":"","description":"","filename":"01c047dfc7cd4fc1a94b3b4148c65b511structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-7164191/v1/3f81c1b0f59fa8612ef344b4.xml"},{"id":91732495,"identity":"9b53cb1a-c8fa-4411-bd73-793ea2ff2b76","added_by":"auto","created_at":"2025-09-19 16:24:03","extension":"html","order_by":8,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":91387,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7164191/v1/1ca33a91a947df96934b6c3f.html"},{"id":91732492,"identity":"b71f158c-0e9a-47bf-ad47-5931983d1c7b","added_by":"auto","created_at":"2025-09-19 16:24:03","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":51618,"visible":true,"origin":"","legend":"\u003cp\u003eScatterplot: QoL vs. AP\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-7164191/v1/9069857f2b39d58f400a6ca0.png"},{"id":91731728,"identity":"ffa9d951-1819-4861-bc68-686f3010a89d","added_by":"auto","created_at":"2025-09-19 16:16:03","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":36322,"visible":true,"origin":"","legend":"\u003cp\u003eCorrelation Heatmap: QoL subdimensions of QoL and AP. Psychological stability\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-7164191/v1/42b85ef171a50bccf07ffbfe.png"},{"id":91732803,"identity":"393cca9d-70b4-438e-b1ff-d427ab19b870","added_by":"auto","created_at":"2025-09-19 16:32:03","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1099773,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7164191/v1/e37d9ec5-9f79-4c69-ac74-4550a1ea6054.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring the Role of Quality of Life as Intangible Capital in Shaping the Administrative Performance of University Leaders","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eIn an increasingly competitive higher education environment, quality leadership at the University was identified as one of the foundations of institutional excellence. Today, academic leaders are pressured on many fronts - from digital transformation and accreditation compliance to faculty satisfaction and innovation. These challenges require more than just management and strategy; they also require fitness for the soul. In this context, the quality of life has been increasingly recognized in leadership literature as a determinant factor which affects the decision-making ability and motivating force of academic administrators [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eSimultaneously, the concept of intangible capital became increasingly popular within economics, but also within organizational science. Non-physical assets such as knowledge, relationships and organizational culture are increasingly acknowledged as important performance and survival drivers [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. In this understanding, quality of life could be considered an intangible capital which will enable the president to act, to be present and attend better to his institutional role. Leaders who have high quality of life are in a better position to build collaboration, work through institutional constraints, and carry through strategic projects to impact institutional outcomes. Quality of life and intangible capital in administrative performance in higher education. However, the authors believe that the intersection of quality of life and intangible capital in administrative performance in higher education is still underexplored.\u003c/p\u003e\u003cp\u003eThe literature on leadership competencies, strategic capabilities, and the structural factors of educational governance has been well covered [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e], but a gap in the application of humanistic and intangible aspects of academic leadership is apparent. Specifically, empirical studies into the Enabler factor and how the quality of life of university administrators influences administrative performance, as perceived through their personal fulfillment, psychological well-being, and social balance, are scarce. This gap is the one that we are facing in this research, the intangible capital represented by quality of life and its influence on leadership governing performance of the university leader, when the students are involved.\u003c/p\u003e\u003cp\u003eThe study aims to investigate the connection between quality of life and leadership performance. The specific objectives are:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo assess the perceived quality of life of university leaders from the students\u0026rsquo; perspective.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo evaluate the administrative performance of university leaders.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo analyze the relationship between quality of life and administrative performance in academic institutions.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003eThis study adds to eclectic discussions of the quality of life in educational management, organizational theory, and psychological well-being by providing a new conceptualization of quality of life in the form of intangible capital. It draws on perspectives from theories of strategic leadership, valuation of intangibles and management of higher education to suggest a multi-dimensional theoretical framework to evaluate university leadership effectiveness. In addition, the study contributes a crucial dimension of stakeholder analysis to the evaluation of academic leadership by using the student perspective as primary data [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThis study has implications that go beyond academic discussion. Practically, it calls attention to the need to address the emotional and psychosocial health of university leaders to aid institutional productivity. The study highlights the importance of policymakers and university boards understanding the value of well-being as a strategic asset that influences performance. In so doing, this study promotes the inclusion of life-satisfaction-related indicators to performance assessment instruments and leadership training initiatives in higher education institutions. By framing quality of life as intangible capital, the study not only challenges the notion of what leadership is successful but provides a model for sustainable educational development in the knowledge society [9, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThis study is organized into a logical, sequential format reflective of the manner research is presented according to the tradition of higher education and business performance studies. It starts with an Introduction where the background of the research, the central problem, the objectives, and the importance of targeting quality of life (QoL) as a kind of intangible capital that hinders on the administrative performance (AP) are presented. The review of the related literature is synthesized also referring to some literatures regarding QoL, intangible capitalize., including business competences and skills, and leadership effectiveness and GAP on research. followed by the methodology section that describes the research design, sample, data collection instruments, statistical analyses and the conceptual model, using visual aids like tables and graphs that can make the presentation more visual and clearer. Results Descriptive and inferential statistics, along with visual representations such as scatterplots and heatmaps, were used to demonstrate the interplay of QoL with AP in the following section. In the Discussion, the findings are discussed in relation to previous research, and the theoretical and practical implications are emphasized, while QoL domains are linked to leadership behavior. Social implications. The paper ends by listing the significant contributions, how QoL can be a strategic leadership asset, and suggestions for future research. This methodical way of structuring will promote good order and, most importantly, helps readers to figure out what you are getting at and how each of the sections is contributing to answering the research question.\u003c/p\u003e"},{"header":"2. Theoretical Background","content":"\u003cp\u003eThis section explores two essential constructs of the study quality of life as a form of intangible capital, and administrative performance within the context of higher education leadership. These constructs form the theoretical foundation for examining how subjective well-being influences leadership outcomes in academic institutions.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Quality of Life as Intangible Capital\u003c/h2\u003e\u003cp\u003eQuality of Life (QoL) in the classical sense has been related to personal well-being, life satisfaction and the state of the psyche. Yet, within the realm of organizations, QoL has become increasingly an immaterial asset that may condition the performance of leadership, innovation, and institutional robustness [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e] Intangible capital includes non-physical resources such as know-how, social trust and cultural norms [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. When leaders experience.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Administrative Performance in Higher Education\u003c/h2\u003e\u003cp\u003eAdministrative performance in colleges and universities is most frequently measured in the achievement of goals, effectiveness of leadership, ability to implement policy and manager faculty and staff engagement. They are mediators between academic aspirations and institutional policies, and their administrative efficacy is influenced by both strategic competency and personal capability [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Evidence from literature reveals that leadership styles \u0026mdash; transformational or transactional \u0026mdash; that can influence the learning climate.\u003c/p\u003e\u003c/div\u003e"},{"header":"3. Literature Review","content":"\u003cp\u003eUnderstanding the relationship between leadership, intangible capital, and quality of life requires an interdisciplinary approach, supported by diverse empirical findings. Existing literature demonstrates how leadership styles, quality of life indicators, and intangible resources influence administrative and organizational outcomes.\u003c/p\u003e\u003cp\u003e[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] conducted a comprehensive review of administrative leadership within the higher education sector, highlighting the strong correlation between leadership practices and job performance. Their findings confirm that leadership influences not only strategic planning but also employee engagement and institutional adaptability.\u003c/p\u003e\u003cp\u003e[\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] contributed to the growing field of urban planning and subjective well-being by exploring how built environments affect individuals' perceived quality of life. Though not specific to academia, the study provides important insights into how structural and environmental factors intersect with psychological well-being, which can be extrapolated to university settings.\u003c/p\u003e\u003cp\u003e[\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e] developed a conceptual model linking perceived social impacts to quality of life, particularly in tourism. The model is relevant to higher education leadership as it suggests that leaders\u0026rsquo; engagement with their institutional and social environments can directly influence perceptions of well-being.\u003c/p\u003e\u003cp\u003eIn the context of public administration, [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e] found that public leadership significantly enhances motivation and job performance. Their study emphasized the value of leadership transparency, trust-building, and civic responsibility, all of which are transferable to educational leadership.\u003c/p\u003e\u003cp\u003e[\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] considered quality of life from the perspective of socio-political crises and global pandemics. They highlight the tenacity demanded of leaders, and the psychological underpinnings expected for high performance under challenge suggesting their potential role in addressing higher education leadership in a post-COVID 19 world.\u003c/p\u003e\u003cp\u003e[\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] developed a conceptual model of the relationship between intangible resources and organizational citizenship actions. Their research indicates that organizational success is becoming more contingent upon soft skills, common values, and personal wellness, directly in line with the research aims of the current study.\u003c/p\u003e\u003cp\u003e[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] emphasized the importance of the reallocation of intangible resources for innovation. These findings indicate that not only hardware but trust, culture and human skills \u0026ndash; components of intangible capital \u0026ndash; are crucial.\u003c/p\u003e\u003cp\u003eSelf-determination as a predictor of quality of life, particularly for vulnerable communities, was noted in [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. His opinion promotes the idea that empowerment, freedom, and purpose are essential ingredients in leadership effectiveness.\u003c/p\u003e\u003cp\u003e[\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] investigated the impact of transformational leadership in the context of the COVID-19 pandemic, concluding that employee performance mediated the relationship between leadership and intentions to quit. The research demonstrates that aspects emotionally intelligent, empathetic, and personal which contribute to quality of life are central to leadership effects.\u003c/p\u003e\u003cp\u003eTogether, these studies form a comprehensive foundation for understanding how quality of life, as an element of intangible capital, informs the leadership and administrative performance of university executives.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eSummary of Selected Previous Studies Related to Quality of Life and Administrative Performance\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAuthor(s) \u0026amp; Year\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFocus Area\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSample / Context\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodology\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eKey Findings\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eHnaish \u0026amp; Ahmed (2024)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eAdministrative Leadership \u0026amp; Job Performance\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003eHigher Education in Yemen\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003eLiterature Review\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eLeadership style affects job performance positively\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eMouratidis (2021)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eQoL \u0026amp; Urban Planning\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003eUrban Environment\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003eThematic Review\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eBuilt environment influences subjective QoL\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eRamkissoon (2023)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eTourism Impacts \u0026amp; QoL\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003eTourism Sector\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003eConceptual Model\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eTourism has a social and QoL impact\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eSchwarz et al. (2020)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003ePublic Leadership \u0026amp; Job Performance\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003ePublic Sector Employees\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003eQuantitative Analysis\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eLeadership boosts motivation and performance\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eShek (2020)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eProtests \u0026amp; QoL in Hong Kong\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003eHong Kong Protests\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003eCase Analysis\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eProtests affected well-being and public satisfaction\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eShek (2021)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eCOVID-19 Reflections on QoL\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003ePandemic Context\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003eReflections / Commentary\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eCOVID-19 had both positive and negative effects on QoL\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eSilva \u0026amp; Oliveira (2020)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eInnovation \u0026amp; Intangible Resources\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003eCorporate Sector\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003eQualitative Multi-Case Study\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eInnovation alters allocation of intangible resources\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eTefera \u0026amp; Hunsaker (2020)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eIntangible Assets \u0026amp; Citizenship Behavior\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003eOrganizational Behavior\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003eConceptual Model\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eIntangible assets affect employee engagement\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eWehmeyer (2020)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eSelf-Determination \u0026amp; QoL (Disability)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003ePeople with Intellectual Disability\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003ePerspective Article\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eSelf-determination improves QoL\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eY\u0026Atilde;\u0026frac14;cel (2021)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eTransformational Leadership \u0026amp; Turnover\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003eEmployees During COVID-19\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003eSurvey-Based Study\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eTransformational leadership reduces turnover\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThey reveal the diverse pathways, psychological, relational, structural, through which well-being enhances organizational dynamics and provides strong justification for the present study\u0026rsquo;s theoretical and empirical approach.\u003c/p\u003e"},{"header":"4. Methodology","content":"\u003cp\u003eThis section outlines the research design, study population and sampling techniques, instruments used for data collection, and the statistical procedures applied to analyze the data. It provides a comprehensive overview of how the study was conducted to examine the role of quality of life as intangible capital in shaping the administrative performance of university leaders.\u003c/p\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Research Design\u003c/h2\u003e\u003cp\u003eThis study employs quantitative, cross-sectional survey design. The primary aim was to explore associations between perceived quality of life and administrative performance among university leaders as evaluated by students. This design is appropriate for identifying correlations and testing theoretical models in educational research.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Study Population and Sample\u003c/h2\u003e\u003cp\u003eThe study population consisted of undergraduate students enrolled in three public universities in Iraq during the 2023/2024 academic year. These students were chosen as primary evaluators of university leadership because of their direct and sustained engagement with administrative policies and services. Stratified random sampling was used to ensure representativeness across faculties and academic years. The total number of students invited to participate was 500, and 460 valid responses were obtained.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003epresents the breakdown of the sample\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUniversity\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStudents Surveyed\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eValid Responses\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eUniversity A\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003e150\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003e140\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eUniversity B\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003e180\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003e170\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eUniversity C\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003e170\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003e165\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e4.3 Research Instruments and Data Collection\u003c/h2\u003e\u003cp\u003eThe research employed a structured questionnaire divided into two main sections. The first section measured students\u0026rsquo; perceptions of the quality of life of university leaders using items adapted from validated quality of life scales (e.g., WHOQOL-BREF). The second section evaluated administrative performance based on indicators such as responsiveness, transparency, communication, and institutional support.\u003c/p\u003e\u003cp\u003eA five-point Likert scale was used for all items, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Reliability analysis yielded Cronbach\u0026rsquo;s alpha values of 0.89 and 0.92 for the two scales, respectively, indicating high internal consistency.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e4.4 Data Analysis and Statistical Techniques\u003c/h2\u003e\u003cp\u003eData was analyzed using SPSS version 27. Descriptive statistics (means, standard deviations, frequency distributions) were computed for all items. Inferential analysis included Pearson correlation tests and multiple linear regression models to explore the predictive relationship between quality of life and administrative performance.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e4.5 Models and Hypotheses\u003c/h2\u003e\u003cp\u003eThe conceptual model underlying the study posits that higher levels of perceived quality of life among university leaders positively influence their administrative performance. The following hypotheses were tested:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eH1: There is a statistically significant relationship between perceived quality of life and administrative performance.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eH2: Quality of life significantly predicts variance in administrative performance scores.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"5. Results","content":"\u003cp\u003eThe results of this study are organized around the core objective of exploring the role of quality of life (QoL) as a form of intangible capital in shaping the administrative performance (AP) of university leaders. Based on the empirical data gathered from 460 valid student responses across three public universities in Iraq, the findings provide clear statistical evidence and interpretive insights that address the study\u0026rsquo;s hypotheses and theoretical framework.\u003c/p\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e5.1 Descriptive Statistics\u003c/h2\u003e\u003cp\u003eDescriptive analysis revealed generally high perceptions of both quality of life and administrative performance. Mean scores for the QoL items ranged from 3.7 to 4.2, with standard deviations below 0.90, suggesting moderate variability among respondents. Administrative performance items yielded slightly higher mean scores, ranging between 3.9 and 4.5. This implies a generally favorable perception of university leaders\u0026rsquo; performance and well-being.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003esummarizes the key descriptive statistics:\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eConstruct\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eQuality of Life\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003e4.0\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003e0.82\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eAdministrative Performance\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003e4.3\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003e0.76\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e5.2 Correlation Analysis\u003c/h2\u003e\u003cp\u003ePearson correlation analysis demonstrated a statistically significant positive relationship between QoL and AP (r\u0026thinsp;=\u0026thinsp;0.652, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), affirming the first hypothesis (H1). The strength of this correlation suggests that perceived improvements in leaders\u0026rsquo; quality of life are moderately associated with enhancements in their administrative effectiveness.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e5.3 Regression Results and Predictive Analysis\u003c/h2\u003e\u003cp\u003eA multiple linear regression analysis was conducted to examine the predictive power of quality-of-life dimensions (e.g., physical well-being, psychological stability, and social relationships) on administrative performance. The regression model was statistically significant (F(1, 458)\u0026thinsp;=\u0026thinsp;211.76, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) with an adjusted R^2 of 0.42. This indicates that 42% of the variance in administrative performance can be explained by quality of life.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eshows the regression coefficients:\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePredictor\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSE\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBeta\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep-value\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eConstant\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003e1.12\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003e0.18\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003e\u0026ndash;\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003e6.22\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e\u003cem\u003e0.000\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eQuality of Life (QoL)\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003e0.79\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003e0.05\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003e0.65\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003e14.55\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e\u003cem\u003e0.000\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThese results confirm the second hypothesis (H2), suggesting that perceived quality of life is a strong predictor of perceived administrative performance.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003e5.6 Quantitative Relationships\u003c/h2\u003e\u003cp\u003eTo aid in the interpretation of these findings, Fig.\u0026nbsp;1 presents a scatterplot showing the positive linear trend between QoL and AP scores.\u003c/p\u003e\u003cp\u003eAdditionally, a heatmap (Fig.\u0026nbsp;2) was generated to highlight correlations among all subdimensions of QoL and AP. Psychological stability and social support showed the strongest individual associations with leadership outcomes.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e5.7 Robustness and Statistical Confidence\u003c/h2\u003e\u003cp\u003eDiagnostic testing for multicollinearity (VIF\u0026thinsp;\u0026lt;\u0026thinsp;2) and normality of residuals (Shapiro-Wilk p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) confirmed that the model assumptions were met. The residual plot showed homoscedastic distribution without visible patterns, indicating reliable regression estimates.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003e5.8 Discussion of Subgroup Comparisons\u003c/h2\u003e\u003cp\u003eFurther analysis revealed no significant differences in perceptions of QoL or AP across the three universities (ANOVA p\u0026thinsp;\u0026gt;\u0026thinsp;0.05), suggesting a shared institutional culture or similar leadership practices. However, female students tended to rate QoL slightly higher than male students, although this difference was marginal (p\u0026thinsp;=\u0026thinsp;0.048).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003e5.9 Implications\u003c/h2\u003e\u003cp\u003eThe results underscore the importance of investing in leadership well-being as a strategic approach to enhance institutional performance. The strong association between QoL and AP emphasizes that leadership development programs in higher education must go beyond technical skills and include mental, social, and physical health support.\u003c/p\u003e\u003cp\u003eThe empirical evidence presented in this section validates the theoretical proposition that quality of life acts as a form of intangible capital influencing administrative performance. These results not only confirm the study hypotheses but also reinforce the importance of adopting a holistic view of university leadership. They pave the way for future research and interventions focused on leader-centered well-being strategies.\u003c/p\u003e\u003c/div\u003e"},{"header":"6. Discussion","content":"\u003cp\u003eThe findings of this study offer significant insights into the intricate relationship between quality of life (QoL) as an intangible asset and the administrative performance (AP) of university leaders. The results confirm a robust, statistically significant positive relationship between these two constructions, thereby advancing theoretical and practical understanding of leadership effectiveness within higher education institutions.\u003c/p\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003e6.1 Analyzing the Relationship Between QoL and AP\u003c/h2\u003e\u003cp\u003eThe scatterplot in Fig.\u0026nbsp;1 visually affirms the strength of the linear relationship identified in the regression model. As QoL scores increase, administrative performance scores also rise in a consistent, upward trend. This pattern substantiates the regression result indicating that perceived QoL accounts for approximately 42% of the variance in AP. It also highlights the critical role of personal and psychological well-being in administrative efficiency, suggesting that leadership capacity may be deeply rooted in human-centered wellness metrics rather than technical competencies.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003e6.2 Dissecting QoL Subdimensions and Their Impact\u003c/h2\u003e\u003cp\u003eThe heatmap in Fig.\u0026nbsp;2 further refines our understanding by showing differentiated impacts of QoL subdimensions on various AP indicators. Notably, psychological stability and social relationships emerged as the strongest predictors of communication and transparency, respectively. This aligns with the findings of [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e], who emphasized that psychological well-being is vital in decision-making resilience and interpersonal responsiveness during crises. Similarly, [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] pointed to social structures as mediators of leadership efficacy.\u003c/p\u003e\u003cp\u003eHeatmap: QoL Subdimensions vs. AP Indicators: These multidimensional associations affirm that QoL should not be conceptualized as a monolithic construct but rather as an interplay of physical, mental, and relational well-being, all of which have measurable impacts on leadership quality.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec23\" class=\"Section2\"\u003e\u003ch2\u003e6.3 Integration with Previous Research\u003c/h2\u003e\u003cp\u003eThe findings corroborate prior studies across both theoretical and applied domains. For instance, [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] emphasized that strategic leadership must encompass quality-of-life dimensions to yield sustainable institutional performance. Similarly, [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] found that employee perceptions of leadership were mediated by emotional health, especially during crises such as the COVID-19 pandemic. Our results reinforce this by showing that even student observers, not internal staff, perceive a strong link between QoL and leadership effectiveness.\u003c/p\u003e\u003cp\u003eMoreover, the integration of intangible capital theory, as discussed by [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], is supported by our data. The conceptualization of QoL as a form of intangible capital introduces a novel theoretical contribution to public sector leadership. This strengthens the argument that university systems should treat QoL enhancement as a capital investment with measurable returns.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003e6.4 Visual Explanation and Interpretation\u003c/h2\u003e\u003cp\u003eThe clarity of the scatterplot and heatmap facilitates interpretation beyond raw coefficients. The scatterplot demonstrates a high degree of clustering around the regression line, indicating that the relationship is not only statistically significant but also practically meaningful. Meanwhile, the heatmap visually distinguishes which aspects of QoL align more closely with specific facets of AP. For example, the strong association between psychological stability and responsiveness suggests that emotionally resilient leaders are more responsive to stakeholder needs.\u003c/p\u003e\u003cp\u003eAdditionally, the descriptive statistics table highlighted that AP scores were slightly higher than QoL scores. This may indicate that while students perceive their leaders as effective, they also identify areas where QoL could be improved, suggesting untapped potential for performance gains through targeted well-being interventions.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec25\" class=\"Section2\"\u003e\u003ch2\u003e6.5 Statistical Integrity and Reliability\u003c/h2\u003e\u003cp\u003eAll statistical assumptions were validated, lending further credibility to the findings. The normality of residuals, absence of multicollinearity, and reliability of measurement instruments (Cronbach\u0026rsquo;s alpha\u0026thinsp;\u0026gt;\u0026thinsp;0.85) indicate that the results are robust and replicable. The visualization of data enhances comprehension while providing transparency in statistical reporting.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section2\"\u003e\u003ch2\u003e6.6 Concluding Synthesis\u003c/h2\u003e\u003cp\u003eOverall, this study provides compelling evidence that quality of life is a significant intangible asset that contributes directly to the administrative efficacy of university leadership. The integration of statistical models with visual analytics offers a multidimensional perspective, reinforcing the argument that enhancing leadership well-being is both an ethical imperative and a strategic priority in higher education governance. This insight opens pathways for the development of leadership support programs rooted in wellness and psychological resilience, which are crucial in times of institutional complexity and reform.\u003c/p\u003e\u003c/div\u003e"},{"header":"7. Conclusion and Future Recommendations","content":"\u003cp\u003eThis study aimed to explore the impact of QoL as an aspect of intellectual capital on the AP of presidents at public university. Based on a sample of 460 students drawn from different Iraqi Higher Education Institutions, the study also adds to the empirical evidence that QoL is not just a personal gain but also a strategic resource that has tangible organizational consequences. Focusing on critical identification factors, the major findings establish persuasive statistical and practical realities that underscore the significance of well-being in effective university leadership.\u003c/p\u003e\u003cp\u003eThe main finding of the present work is that perceived QoL and administrative performance had a positive correlation. In particular, the 42% of offering of QoL over AP predicted by regression analysis indicates its strong predictive value in AP. Descriptive statistics also showed persistently high scores on QoL and AP indicators, particularly high associations were between psychological stability, social networks and major leadership tasks such as responsiveness, communication and transparency.\u003c/p\u003e\u003cp\u003eThe visual analytics which included scatterplots and heatmaps buttressed the statistical findings but also elucidated subtle associations between QoL subdimensions and AP components. This multidimensional approach helps to provide a more holistic understanding of how intangibles, such as mental health, physical health and social connectedness, collectively contribute to effective leadership. These perspectives are crucial in a time of contemporary university governance that calls for administration equipped to handle growing complexities, expectations and reform pressures in a system.\u003c/p\u003e\u003cp\u003eA key con\u0026shy;tri\u0026shy;bu\u0026shy;tion of this study is its theoretical integration, one of the major strengths. Presented as a type of intangible capital, QoL expands the discourse of educational leadership beyond familiar metrics of, for example, strategic vision or efficiency in decision-making. It has leader well-being as a central construct in performance appraisal constructs. This conscious displacement of tradition reflects prevailing views in the areas of human capital theory and organizational behavior, where emotional and social skills are seen as the impetus for lasting corporate performance.\u003c/p\u003e\u003cp\u003eAnother contribution is methodology. Quantitative analysis aided by visual aids such as heatmaps led to more nuanced insights regarding how certain QoL attributes would impact discrete administrative behaviors. By including students' perceptions, a way could also be found to externally measure the leadership efficacy, which was a useful counterpoint to the internal evaluations frequently observed in such research programs.\u003c/p\u003e\u003cp\u003ePractical Implications This work has practical implications for policymakers and academic leaders. It suggests the inclusion of well-being programs as part of leadership development and that enhancing the QoL of university leaders is not a privilege but a requirement. Institutions, by \"investing\" in QoL as they would an asset, can grow their leadership capacity and returns in terms of organizational effectiveness, faculty satisfaction, and student learning.\u003c/p\u003e\u003cp\u003eThese results also have implications for admissions and selection procedures in higher education. Qualities indicating personal health, emotional intelligence and people skills should also be included in criteria for leadership selection besides scholarly and managerial achievements. In the same vein, tools for measurement of performance may be adjusted to incorporate dimensions of QoL as part of a holistic assessment of leadership effectiveness.\u003c/p\u003e"},{"header":"8. Limitations and Future Research","content":"\u003cp\u003eAlthough this current investigation has largely laid some founding groundwork, it leaves many threads open for future research. First, longitudinal studies could be used to investigate the causally changed relationships between QoL and the changes between AP over time. Such an approach would provide a more nuanced understanding of the timing of leadership development.\u003c/p\u003e\u003cp\u003eSecond, it is desirable that future studies will broaden the geographic level of analysis to a comparative between private and public universities or between other cultural and geopolitical situations. This would increase the applicability of the results and provide a more context-sensitive view.\u003c/p\u003e\u003cp\u003eThird, the present quantitative framework could be complemented with qualitative methods, such as interviews or focus groups with university leaders. This could make the investigation of the subjective experience of stress, motivation, and professional satisfaction in the QoL\u0026ndash;AP relationship deeper and enhance the overall understanding in this area.\u003c/p\u003e\u003cp\u003eLastly, future research could explore incorporating technology tools, including digital well-being apps or leadership performance dashboards, to monitor contemporary factors related to QoL and AP. This would provide a way to support and develop leadership based on data.\u003c/p\u003e\u003cp\u003eFinally, the current study highlights the necessity to reconsider both how higher education thinks about, measures, and develops leadership performance. By enhancing the importance of quality of life as a structural factor of administrative productivity, the research offers a novel perspective on ways to focus on institutional effectiveness. HE leaders are now facing the prospect of unprecedented challenge for the institution facing digital transformation, to political unrest and continued fiscal instability at its worst form at the home of the institution. It is not just on the periphery of effective, resilient and forward-looking leadership, it is central to it.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eDeclaration of Conflicting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that there are no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll procedures performed in this study involving human participants were reviewed and approved by the Middle Technical University Research Ethics Committee in accordance with the ethical standards of the institutional research committee and the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent to participate in the study was freely given in writing by all individual participants prior to data collection. Participants were made fully aware of the study\u0026rsquo;s aims, the voluntary nature of their involvement, and their right to withdraw at any time without any consequences.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants provided written consent for the anonymized use of their responses and data in academic publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWritten informed consent to participate in the study and to publish anonymized data was obtained from all participants prior to data collection. Participants were informed of the study\u0026apos;s purpose, confidentiality protocols, and their right to withdraw at any time without consequence.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e(Not applicable)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received no financial support for the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number: not applicable.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHuman Ethics and Consent to Participate declarations: not applicable.\u003c/strong\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAlayoubi MM, Al Shobaki MJ, Abu-Naser SS. Strategic leadership practices and their relationship to improving the quality of educational service in Palestinian Universities. Int J Bus Mark Manag. 2020;5(3):11\u0026ndash;26.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAlgahtani FD, Hassan SUN, Alsaif B, Zrieq R. Assessment of the quality of life during COVID-19 pandemic: a cross-sectional survey from the Kingdom of Saudi Arabia. Int J Environ Res Public Health. 2021;18(3):847.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAli MA, Hussin N, Haddad H, Alkhodary D, Marei A. Dynamic capabilities and their impact on intellectual capital and innovation performance. Sustainability. 2021;13(18):10028.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAntonopoulou H, Halkiopoulos C, Barlou O, Beligiannis GN. Leadership types and digital leadership in higher education: Behavioural data analysis from University of Patras in Greece. Int J Learn Teach Educ Res. 2020;19(4):110\u0026ndash;29.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAzizaha YN, Rijalb MK, Rumainurc UNR, Pranajayae SA, Ngiuf Z, Mufidg A, et al. Transformational or transactional leadership style: Which affects work satisfaction and performance of Islamic university lecturers during COVID-19 pandemic. Syst Rev Pharm. 2020;11(7):577\u0026ndash;88.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCamilleri MA. Using the balanced scorecard as a performance management tool in higher education. Manag Educ. 2021;35(1):10\u0026ndash;21.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCorrado C, Haskel J, Jona-Lasinio C, Iommi M. Intangible capital and modern economies. J Econ Perspect. 2022;36(3):3\u0026ndash;28.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDessein W, Prat A. Organizational capital, corporate leadership, and firm dynamics. J Polit Econ. 2022;130(6):1477\u0026ndash;536.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEwens M, Peters RH, Wang S. Measuring intangible capital with market prices. Manag Sci. 2025;71(1):407\u0026ndash;27.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFriedmann E. The animal\u0026ndash;human bond: Health and wellness. Handbook on animal-assisted therapy. Academic; 2025. pp. 61\u0026ndash;81.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHnaish EMA, Khairi Ahmed RM. Review the Literature of Administrative Leadership and Its Impact on Job Performance in the Context of Higher Education. Int J Curr Bus Soc Sci. 2024;10(1):1\u0026ndash;11.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMouratidis K. Urban planning and quality of life: A review of pathways linking the built environment to subjective well-being. Cities. 2021;115:103229.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eRamkissoon H. Perceived social impacts of tourism and quality-of-life: A new conceptual model. J Sustain Tour. 2023;31(2):442\u0026ndash;59.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSchwarz G, Eva N, Newman A. Can public leadership increase public service motivation and job performance? Public Adm Rev. 2020;80(4):543\u0026ndash;54.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eShek DT. Protests in Hong Kong (2019\u0026ndash;2020): A perspective based on quality of life and well-being. Appl Res Qual Life. 2020;15:619\u0026ndash;35.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eShek DT. COVID-19 and quality of life: Twelve reflections. Appl Res Qual Life. 2021;16:1\u0026ndash;11.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSilva R, Oliveira C. The influence of innovation in tangible and intangible resource allocation: A qualitative multi case study. Sustainability. 2020;12(12):4989.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eTefera CA, Hunsaker WD. Intangible assets and organizational citizenship behavior: A conceptual model. Heliyon. 2020;6(7):e04575.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWehmeyer ML. The importance of self-determination to the quality of life of people with intellectual disability: A perspective. Int J Environ Res Public Health. 2020;17(19):7121.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eY\u0026uuml;cel I. Transformational leadership and turnover intentions: the mediating role of employee performance during the COVID-19 pandemic. Adm Sci. 2021;11(3):81.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Quality of Life, Intangible Capital, Administrative Performance, Higher Education Leadership, Psychological Stability, Strategic Governance","lastPublishedDoi":"10.21203/rs.3.rs-7164191/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7164191/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003ePurpose\u003c/strong\u003e:\u003cstrong\u003e\u003cbr\u003e\n\u003c/strong\u003eThe present research explores the relationship between QoL, understood as a species of intangible capital, and the AP of university administrators. The purpose is to analyse the link between various aspects of QoL and perceived effectiveness of higher education leadership.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDesign/methodology/ approach:\u003cbr\u003e\n\u003c/strong\u003eThe used design was quantitative, cross sectional, 460 students at public Iraqi Universities participated in the sample. Information was obtained through a structured questionnaire with subdimensions of QoL and indicators of AP. Quantitative analyses consisted of descriptive statistics, linear regression, and visual analytics -- scatterplots and heatmaps.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFindings:\u003cbr\u003e\n\u003c/strong\u003eThe findings show a significant and positive association between QoL and AP. Mental and social well-being had the strongest QoL associations and the highest power for predicting leadership attributes such as communication, transparency, and responsiveness. The QoL regressed over 42% of the variance of AP, as determined by the regression model.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch limitations/implications:\u003cbr\u003e\n\u003c/strong\u003eThese results imply that leader well-being should be a strategic consideration in the performance enhancement of higher education institutions. QoL considerations should be advanced into practice in leadership training and evaluation structures to promote more productive and sustainable academic governance.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOriginality:\u003cbr\u003e\n\u003c/strong\u003eCurrent study makes an original contribution by considering QoL as a measure of intangible capital and a strategic resource. This concept extends the traditional concept of leadership effectiveness to incorporate well-being measures and adopts visual modeling as a vehicle for understanding the complex interplay among non-tangibles and performance.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eJEL codes:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ea.\tI31 – General Welfare; Well-Being\u003c/p\u003e\n\u003cp\u003eb.\tI23 – Higher Education; Research Institutions\u003c/p\u003e\n\u003cp\u003ec.\tM12 – Personnel Management; Executive Compensation\u003c/p\u003e\n\u003cp\u003ed.\tO34 – Intellectual Capital\u003c/p\u003e\n\u003cp\u003ee.\tZ13 – Social Norms and Social Capital\u003c/p\u003e","manuscriptTitle":"Exploring the Role of Quality of Life as Intangible Capital in Shaping the Administrative Performance of University Leaders","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-19 16:15:59","doi":"10.21203/rs.3.rs-7164191/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-09-15T14:23:04+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-13T10:08:25+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-13T09:09:49+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"221538654687753801872168589809501163237","date":"2025-09-12T17:14:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"116480964158849306020788562217085418482","date":"2025-09-12T16:58:07+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"277348899857346518928255888787570172906","date":"2025-09-12T16:29:38+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-12T16:24:23+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-09-04T12:17:15+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-26T10:43:32+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-08-26T10:34:49+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-08-26T10:32:15+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"8276711d-a3aa-4d78-bc0b-d5d8665bd94f","owner":[],"postedDate":"September 19th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-10-17T10:23:14+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-19 16:15:59","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7164191","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7164191","identity":"rs-7164191","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}