This paper presents a thematic analysis and critical review of leadership behaviors during the novel coronavirus pandemic, drawn from the 138 publications on COVID-19 in higher education, published between 1 January 2020 and 30 June 2020, and available as an open access database. The aim is to provide a critical understanding of specific leadership behaviors that influence educational technology adoption and implementation in the higher education sector, by adopting and using iterative examination approach from Braun and Clarke’s framework. This analysis resulted in 20 publications from the open access database that met our criteria, with results indicating an interplay between leadership styles and leadership environment. The leadership styles emerging in our thematic analysis include authentic leadership, servant leadership, leader-member exchange (LMX), situational leadership, distributed leadership, and ineffective forms of leadership. The intersectionality of these styles with components of leadership environment, like social networks and financial management, provides a greater understanding of the types of leadership behaviors that, if developed in higher educational leaders, could support greater preparedness for future periods of uncertainty and change. This paper highlights the importance of targeted leadership development for increasing educational technology efficacy in the higher education sector.

The novel coronavirus (COVID-19) pandemic has affected every sector across every corner of the world. The higher education sector is not immune from the pandemic and is facing significant learning and teaching challenges. The existing literature databases on COVID-19 are focused on the medical elements of the pandemic. This manuscript documents the method for the creation of the first version of the COVID-19 in Higher Education Literature Database (CHELD). Our aspiration is to provide an open access resource to support future learning and teaching scholars to gain timely access to pre-examined literature on higher education during COVID-19. This first version documents 138 manuscripts published or online-first between 1 January 2020 to 30 June 2020. Using a rigorous systematic review method, engaging in the PRISMA approach, quality assessment using the Mixed Method Appraisal Tool (MMAT) and Quality Assessment Tool for Theory and Literature (QATTL), we offer a first glance at the metadata of articles published on COVID-19 in higher education during the first six months of 2020. By providing an open access database, we see the opportunities for future research as boundless.

The COVID-19 pandemic disrupted hospital operations. Anecdotal evidence suggests financial performance likewise suffered, yet little empirical research supports this claim. This study aimed to explore the impact of the pandemic on the financial performance of the most prominent academic hospitals in the United States. Data from the 115 largest major teaching hospitals in the United States were extracted from the American Hospital Directory for three years (2019–2021). We hypothesized that the year and region would moderate the relationship between a hospital’s return on assets (financial performance) and specific operational variables. We found evidence through descriptive statistics and multivariate moderated regressions that financial positions rebounded in 2021, mainly through reductions in adjusted full-time employees and liabilities and an increase in non-operating income. Our results also found that the Midwest region significantly outperformed the other three regions, particularly in terms of lower salaries and operational expenses. These findings suggest potential for future initiatives encouraging efficiency and finding alternate sources of income beyond patient income. Hospitals should focus on improving financial reserves, building out non-operational revenue streams, and implementing operational efficiencies to foster better financial resiliency. These suggestions may enable healthcare administrators and facilities to adapt to future pandemics and environmental turbulence.

Hospitals continue to face financial pressures from healthcare reform and heightened competition. In this study, our objective was to quantify the financial distress in acute care hospitals in Texas, applying multivariate logistic regression in a four-year longitudinal analysis. Of the 310 acute care hospitals, 50 (16.1%) were in financial distress in the most recent year, up considerably year over year. Distressed hospitals had fewer beds, lower patient acuity, and less outpatient revenues than those in good financial condition. Administrators should identify business turnaround strategies for combating distress to avoid potential closure.

In a data driven environment, healthcare has seen ongoing digital transformation to meet both clinical and business needs. But, have the educational and functional requirements of the health informatics and information management (HIIM) workforce also adapted? This study examined the current employment opportunities in HIIM globally. Using 11 keywords generated from a literature review, postings on the job advertisement website Indeed™ for all available countries were analyzed. The results show that job postings tend to fall within 4 discrete categories: 1) health information technology; 2) health research; 3) health leadership and project management; and 4) health compliance. Data indicated a higher prevalence for certain areas by country. The findings from this study can inform HIIM educational providers about future skill requirements.

Background: Previous AI literacy studies have been limited to clinical students and professionals and included subjective reporting. This survey study explored the extent of AI knowledge in health information professionals with subjective and objective questions. The objective of the study was to inform the International Federation of Health Information Management Associations (IFHIMA) and national health information bodies about current AI literacy levels and the education needs of their members. Methods: A descriptive survey was adapted from two validated, previously-published study instruments. Survey data were collected between December 5, 2024, and February 28, 2025 using a self-administered Qualtrics (Seattle, WA) online survey link distributed by email to IFHIMA members. The survey link was also distributed on the LinkedIn professional networking platform (LinkedIn Corp; Sunnyvale, CA) by multiple IFHIMA members. Results were analyzed using Chi-square, ANOVA, and Tukey HSD post-hoc tests to assess the associations between the categorical response variables and the subjective survey question measures. Results: A total of 176 participants began the survey. Data were cleaned to exclude 48 incomplete responses, leaving 128 complete and valid responses for analysis. AI knowledge varied by demographics; country of employment or residence and professional association membership were shown to influence familiarity with AI. Many health information professionals reported limited or no AI experience, and those with practical AI experience performed better on foundational AI knowledge questions, suggesting that experiential learning scaffolds AI literacy. Most respondents understood emerging AI-related threats. However, regardless of experiences with everyday AI tools, they struggled with AI modeling and product development. Conclusions: The study results identified a major gap in AI knowledge, and the authors provide input for educators aiming to align educational programs with job market demand by increasing AI knowledge content, addressing gaps through targeted curriculum development and educator training.