Training Resource Management and Academic Leadership as Predictors of Institutional Performance in a Maritime Higher Education Institution

Maritime Higher Education Institutions (MHEIs) must balance resource optimization with leadership excellence to sustain global standards and prepare competent maritime professionals. Guided by Resource-Based Theory and Transformational Leadership Theory, this study examined how training resource management and academic leadership predict institutional performance in maritime education. Using a quantitative research design, validated survey instruments were administered to 126 maritime college students, with data analyzed through descriptive statistics and regression analysis. Results revealed that within training resource management, only resource allocation and utilization policy significantly predict institutional performance. For academic leadership, vision and strategic direction, alongside quality assurance compliance, emerged as significant predictors. Both training resource management and academic leadership jointly and independently predicted institutional performance, with academic leadership identified as the stronger predictor. Findings underscore the pivotal role of visionary leadership in maximizing the impact of available resources. The synergy between resource stewardship and leadership practices enhances organizational resilience and institutional excellence. Performance in maritime education is not solely determined by material resources but is profoundly shaped by leadership quality and strategic allocation. Integrating leadership excellence with resource optimization enables MHEIs to uphold international standards and cultivate globally competent maritime professionals, offering practical implications for policy, leadership development, and strategic planning.