Cyprus education is currently in a reform process part of which is the legal revision allowing private college-standard institutions to transform to private university-standard institutions. This study adjusts the ITPOSMO framework (Heeks, 2001) to estimate potential gaps between the current (college-standard) and the ideal (university-standard) situation of academic institutions across different parameters. The purpose of the study is to assess the overall likelihood for the success of the change intervention and to recognize the role of the leader in the transformational process to close potential gaps and increase the likelihood of success. To achieve the above, the proposed study employs a case study approach (Yin, 2003) focusing on a private college-standard institution in Cyprus. In-depth interviews will be conducted with college personnel who either have the position or knowledge power to be potential leaders in the transitional process (director, course coordinators, heads of departments, and faculty representatives). The proposed study is of great practical significance, due to new dynamics created by the legalized reformation that necessitates college-standard academic institutions to respond. In this transitional period, the study feeds information to college-standard institutions in Cyprus that have either already embarked on the process of changing to private universities, or are planning to do so in the near future. Specifically, the study aims to suggest a roadmap of how to approach the transformation process successfully through effective leadership. Finally, the theoretical significance lies in the resulting customized model that will be applicable to changes in other educational institutions.

A subject discussed in great deal in the field of educational administration is instructional leadership. The concept of instructional leadership attempts to link two critical areas of schooling: leadership and the improvement of teaching and learning (Blasé, & Blasé, 2000). The proposed study aims to link the concepts of instructional leadership and computer technology integration. Computers have been making it to classrooms for over four decades, deeply affecting educational practices. More than a few studies around the world examined computer integration in numerous educational settings. Many of them suggested a number of factors that influence computer technology integration, with leadership to be identified as an extremely important influential factor (Byrom, 1998, Eteokleous & Hadjithoma). Based on the above, the main purpose of this discussion paper is to examine the concept of instructional leadership in relation to computer technology integration. More specifically, the study discusses the role of the instructional leader to the successful integration of computer technology in classrooms. The proposed study is of great practical significance, as it can feed information to school leaders on how to enhance and promote computer technology integration through effective instructional leadership. Specifically, the study aims to develop guidelines on the application of instructional leadership aiming to improve the teaching and learning process through computer technology. The theoretical significance of the study lies in developing the theoretical framework of instructional leadership for computer technology integration in the teaching and learning process. Finally, this discussion paper consists of the foundation for further research to the conducted, serving as the basis for the design of a large scale survey to statistically examine the relationship between instructional leadership and computer integration.