Enhancing the Professional Curricula Management in Art Universities in the Era of Education 4.0 through Transformational and Democratic Leadership: A Case Study Analysis

Abstract

This study explores how transformational and democratic leadership synergistically drive professional curriculum reform in art universities within Education 4.0 - how the top-level design of transformational leadership and the co-creation of democratic leadership can synergize to promote the upgrading of teaching and learning under the wave of Education 4.0. Art universities that emphasize freedom, visionary thinking, and cross-cultural communication encounter distinct challenges. Among various leadership styles, transformational and democratic approaches are the most suitable for the academic environment of art universities. This research mainly uses the cross-cultural comparative case study methodology (CCSM) and systematic qualitative analysis. By referring to existing literature and analyzing cases of LASALLE College of the Arts in Singapore and Musashino Art University in Japan, the study reveals that art universities adopting a transformational model can enhance interdisciplinary innovation, while those implementing democratic leadership can boost the engagement of teachers and students. This research offers substantial empirical support for these leadership methods and proposes a newly integrated leadership framework for art education, presenting practical strategies for management improvement in diverse cultural contexts.