Abstract
This qualitative study examines trustees’ perspectives on effective presidential leadership in higher education institutions in Kazakhstan and the United States. Drawing on an integrative framework that combines established models of higher education leadership with the concepts of sustainable and adaptive leadership, the study identifies the attributes trustees consider essential for effective presidential leadership. The findings indicate that effective leaders are expected to demonstrate a blend of instrumental and interpretive skills, adaptability, and strong interpersonal competencies to address institutional challenges and foster long-term success while also engaging in balancing between competing values. Cross-national comparison reveals notable differences: trustees in Kazakhstan place stronger emphasis on instrumental leadership, particularly in relation to achieving state-defined performance indicators, whereas U.S. trustees highlight the alignment of strategy with institutional mission, culture, and values. Overall, the study shows that trustees in both contexts favor a hybrid model of presidential leadership, though the weight and interpretation of its dimensions are shaped by differing governance traditions, reform trajectories, and institutional histories