Changes in leadership patterns are quite significant in the leadership pattern at the Islamic Institute Mamba'ul 'Ulum Surakarta (IIMU) between 2020 and 2025. Previously, the dominant leadership style was authoritarian, where important decisions were made by the top leadership without much involvement of staff or subordinates. However, from the beginning of this period, IIMU leadership began to adopt a more democratic approach, emphasizing the active participation of various subordinate levels in the decision-making process [14] . Increasing Subordinate Involvement As part of the transformation of leadership style, IIMU leaders prioritize the importance of subordinate involvement in designing work programs and institutional policies. In its implementation, this is reflected in the increase in the number of deliberation meetings involving all elements of staff, lecturers, and faculty leaders. Previously, decision-making at the institutional level was often carried out behind closed doors, but now it is more open and invites input from various parties directly involved in the institution's operations [15] .

Active Participation in Decision-Making Active participation in decision-making is one of the key aspects of this transformation. IIMU leadership began to provide space for staff to participate in strategic decision-making forums, such as the preparation of a new curriculum or the opening of new programs. This allows subordinates to convey their aspirations and ideas, which ultimately enriches the decision-making process and results in policies that are more based on the actual needs of the Institution [16] . Changes in the program planning process in the past, program planning was more determined by the top leadership without involving parties who have related expertise and knowledge, such as lecturers or administrative staff. With the shift in leadership styles towards a more democratic direction, the planning process now involves more inclusive group discussions. The discussion allows all parties to contribute to planning better educational programs, student activities, and administration. This leads to a more coordinated improvement in the quality of the program and the needs of the Institution [17] .

Collaborative approach in organizational management. One of the important results of this leadership transformation is the creation of a more collaborative organizational culture. IIMU leaders no longer only function as decision-makers, but also as facilitators who motivate staff to work together. This collaborative approach encourages the creation of a more harmonious relationship between leaders and subordinates, as well as increases mutual trust within the institution. With this culture, each individual feels a responsibility for the success of the Institution [18]. Communication between leaders and staff is often limited to formal channels and limited to rigid hierarchies. With the implementation of democratic leadership, the lines of communication became more open. Leadership is now actively encouraging dialogue between the leadership and staff levels through regular meetings, discussion forums, and evaluation sessions. This increases transparency in the management of the institution, as well as allows staff to better understand the goals and policies taken by the leadership [19] .

This change shows many benefits, but the implementation of democratic leadership at IIMU is not without challenges. One of the main challenges faced was the resistance of some staff members who had become accustomed to previous authoritarian leadership patterns. Some individuals are concerned about the increased involvement of subordinates in decision-making, as they worry that it could reduce efficiency and slow down the decision-making process. Therefore, IIMU leadership needs to continue to work to overcome this resistance by providing adequate explanations and training on the benefits of a democratic approach [20]. The adaptation of institutional members to changes in leadership style transformation takes time to be accepted and adopted by all members of the institution. This process involves a change in the mindset and work culture, which cannot happen in a short period. Some members may be comfortable with the old leadership style that is more structured and less dependent on participation. To maximize the success of these changes, IIMU leadership must provide adequate support to institutional members in the form of training, effective communication, and a shared understanding of the benefits of active participation [21], [22].

With more active involvement from subordinates, the quality of education at IIMU can experience a significant improvement. Staff involvement in decisionmaking is directly related to improving educational programs that are more relevant and adaptive to the needs of students. When staff propose changes in curriculum or teaching methods, this can create updates that are in line with global educational developments and the needs of the world of work. Staff involvement in planning student activities can also enhance students' learning experiences outside of the classroom.

Research shows that there are efforts to involve subordinates in various aspects of institutional management, but their involvement in strategic decision-making at the Mamba'ul 'Ulum Islamic Institute Surakarta (IIMU) is still limited. Most decisions concerning major policy directions and structural changes remain in the hands of the top leadership. This shows that despite the democratic approach applied, major decisions are still centered on maintaining a more controlled and directed institutional direction. The involvement of subordinates at IIMU is more at the implementation and administrative levels. Subordinates are allowed to provide input on more operational matters, such as preparing annual budgets, planning academic activities, and managing human resources. While strategic decisions are not yet fully decentralized, the role of staff in operational activities allows them to contribute and feel more involved in the development of the institution [23] .

One area where subordinate involvement is more visible is in the preparation of annual budgets. IIMU leadership strives to involve relevant units, including administrative staff and faculty, in designing budgets that are realistic and appropriate to their needs. Subordinates are allowed to provide input, but the final decision remains in the hands of the central leadership. This reflects the leadership's efforts to ensure that budget allocations remain focused on predetermined strategic priorities. In the academic field, major decision-making is still led by the highest leadership, there are efforts to involve teaching staff and program heads in the planning of academic activities. This includes the development of a new curriculum and evaluation of study programs. Their participation is limited to the operational and implementation levels, while decisions about major academic structural or policy changes remain in the hands of the central leadership [24] .

IIMU leadership seeks to increase staff involvement in operational decisionmaking, such as exam scheduling and student activities. This step aims to strengthen the sense of responsibility of staff for the smooth running of operational processes in the institution. The leadership expects that with active involvement in operational decisions, staff will better understand the institution's goals and feel part of the larger decision-making process. Subordinates are given a greater role in broader administrative decisions, such as student data management, facility management, and unit performance evaluation. Leaders recognize that their involvement in administrative decisions can provide benefits in terms of the efficiency and effectiveness of the institution's operations. By giving staff space to contribute to the administrative process, the leadership hopes to create better collaboration in achieving the Institute's goals [25] .

Despite the increase in decision-making inclusivity, strategic decision-making that includes long-term planning and large institutional policies remains dominated by central leadership. This is one of the obstacles in the application of democratic leadership principles because most decisions related to the direction of institutions and major innovations are still made by the leadership without involving significant participation from subordinates. The gap between democratic leadership theory and practice on the ground is becoming increasingly evident in the context of strategic decision-making. Theory prioritizes the active participation of all members of the institution; larger, strategic decision-making often remains in the hands of the top leadership. This suggests that while there are efforts to implement democratic leadership, institutional structural and cultural challenges often hinder the broader application of these principles [26] . Strategic decision-making is still centralized, but there is great potential for decentralization of decisions in the future. IIMU leadership has shown a desire to encourage more responsibility and authority to staff in managing various aspects of the institution. By giving staff more control over operational and strategic decisions, leaders can strengthen a sense of ownership and responsibility, which in turn can improve the effectiveness of the institution as a whole [27] .

The results of this study show that the involvement of subordinates in the planning and evaluation of educational programs at the Mamba'ul 'Ulum Islamic Institute Surakarta (IIMU) is limited. This has an impact on the low level of innovation in the implementation of educational programs, both in academic and non-academic aspects. Several routine programs are implemented every year, but the lack of contribution from teaching staff, unit heads, and administrative staff in the process of planning and evaluating programs causes these programs to be less able to develop significantly to meet existing needs and challenges [27] .

One of the biggest impacts of limited subordinate involvement is the lack of innovation in academic programs. The programs at IIMU tend to focus on routine and have not undergone any meaningful updates. This is because strategic decisions, such as curriculum development and course schedule arrangements, are still dominated by top leadership, without much involvement of the opinions and inputs of teaching staff or other parties directly involved in the implementation of the program [28] .

The lack of involvement of staff in the development of curriculum programs is one of the factors causing the lack of innovation in the academic field. Curriculum development, which ideally reflects student needs, current educational trends, and job market dynamics, is often not well accommodated because such strategic decisions do not involve various parties, especially subordinates who better understand field conditions. In addition to academic programs, non-academic programs at IIMU are also showing signs of stagnation due to limited subordinate involvement. Student activities and organizational development, which should involve various parties from all lines, are hampered by centralized decision-making. This leads to a lack of initiative in creating new activities that can enrich the student experience outside the academic field [29] . The limited involvement of subordinates in the planning and evaluation of educational programs ultimately affects the overall quality of education management. In the absence of active contributions from staff in determining the direction of program development, institutions tend to operate in a conservative and routine-focused framework. This can hinder the institution's efforts in responding to changing educational needs that continue to grow and affect the competitiveness of institutions in the long term [31] .

Limited involvement also means a lack of new perspectives that can enrich existing policies and programs. Subordinates who have practical knowledge and day-to-day experience in the field often have ideas that are more relevant to the needs of students and current situations. However, if they are not involved in the decision-making process, many innovative ideas that can improve the quality of education become overlooked. A more collaborative and inclusive leadership approach is needed to increase innovation in educational programs at IIMU. By providing space for subordinates to actively participate in decision-making related to the development of academic and non-academic programs, leaders can utilize various ideas and suggestions that can enrich the quality of education. Collaboration between leaders and subordinates, as well as between teaching staff, can create more effective and relevant solutions to the challenges faced [32] .

In addition to planning, the involvement of subordinates also needs to be expanded in the program evaluation process. Evaluations involving all relevant parties, both leaders, teaching staff, and students, can provide a more comprehensive picture of the effectiveness of the program being run. This allows for more accurate identification of problems and the implementation of improvements that are more appropriate to the needs of the institution and students. Providing greater space for subordinates to suggest new ideas in educational programs will have a positive impact on the quality of institutional management. This allows institutions to move more dynamically, respond quickly to changes, and adapt to more up-to-date educational trends and developments. With more contributions from various parties, institutions can introduce a curriculum that is more innovative and relevant to the times [33] .

As a step forward, IIMU leaders need to develop a more formal and structured mechanism to involve subordinates in the planning and evaluation process of educational programs. By creating discussion forums involving staff, lecturers, and unit heads, leaders can ensure that the program is more accommodating to various perspectives and needs. This more participatory approach will accelerate innovation and improve the quality of education at IIMU, making it more relevant to global educational developments and the needs of students.

One of the main factors that hinders the involvement of subordinates in the management of institutions at IIMU is the organizational structure, which is still very hierarchical and rigid. This research found that decision-making made by leaders often does not involve subordinates at the operational or strategic level. In such a structure, subordinates tend to receive instructions without the opportunity to provide input or engage in more open discussions about the direction of the institution's policies. The organizational culture at IIMU, which is still top-down, is also an obstacle to subordinate participation. The leadership has tried to implement a democratic leadership style, but the dominance of the leadership in decisionmaking and institutional management is still quite strong. This culture creates the impression that important decisions can only be made by top leadership and subordinates only play a role in the implementation of those decisions, not in formulating or proposing ideas [34] .

Research also shows that there is a lack of space for subordinates to participate in the program planning and evaluation process. The lack of forums or opportunities for open discussion between leaders and staff in different units reduces the potential for active participation. This causes staff to feel that they do not have the authority to provide input on existing policies and decisions. A less effective communication system between leaders and subordinates is also a factor that inhibits staff involvement in the management of the institution. Many staff feel that they are not adequately informed about the institution's policies, programs, and goals. Limited communication makes staff feel isolated in decision-making and not feel responsible for the implementation of existing programs [35] .

This study identifies that human resource management (HR) at IIMU is still not optimal in supporting the involvement of subordinates. There is no clear system for involving staff in long-term planning or in activities that have a strategic impact. Therefore, even though staff have the capacity and potential to contribute more, they are not allowed to do so effectively. At IIMU, important decisions often depend on the central leadership without consultation or discussion with subordinates. For example, in budgeting, academic planning, or other strategic policies, staff feel they have no significant influence in the process. This creates dissatisfaction and the inability of staff to contribute ideas or suggestions that can improve the performance of the institution [36] .

The lack of training and development for subordinates in the management of the institution also affects the low level of involvement. Without adequate debriefing, staff tend to feel less confident in being involved in decision-making or suggesting new ideas. This leads to feelings of inadequacy and powerlessness that further reduce their participation in carrying out duties and responsibilities. One of the key findings in this study is that subordinate involvement is limited to the implementation and administrative levels. Strategic decisions that affect the management of institutions and the quality of education are more often in the hands of the highest leadership. This hinders the granting of broader authority to staff at the faculty or unit level, so they cannot contribute optimally to the development of educational programs [37] .

The involvement of subordinates in the management of the institution is also affected by the lack of a reward system or incentives for those who actively contribute to decision-making. In the absence of appreciation or recognition of their participation, staff do not feel motivated to come up with new ideas or participate in the strategic planning of the institution. The last factor found in this study is the need to build trust and openness between leaders and subordinates. In a more open and collaborative organizational culture, staff will feel more valued and motivated to contribute. However, this can only be achieved if leaders consistently create space for clear two-way communication, as well as open opportunities for staff to actively participate in decision-making [37] .

This study critically examines the transformation of leadership at the Islamic Institute Mamba'ul 'Ulum Surakarta (IIMU) within the 2020-2025 period, highlighting the importance of subordinate involvement in institutional management. Although IIMU has adopted a more democratic leadership style in principle, actual implementation remains limited, especially in strategic decisionmaking areas. Most subordinates are engaged at the operational level, while top leadership retains authority over key institutional directions. This gap illustrates the tension between the theoretical framework of participatory Islamic leadership and the persistent structural and cultural barriers within PTKIS (Islamic private higher education institutions). The integration of subordinate voices, although incremental, contributes positively to program planning, budget formulation, and academic activity organization. However, the impact remains modest due to the limited decentralization of authority. One critical observation is that the low level of subordinate participation hampers innovation in both academic and non-academic programs. Without meaningful involvement from lecturers and administrative staff, program development tends to be routine and disconnected from evolving student needs and educational trends [37] .

From an SDGs perspective, this case study strongly aligns with SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). SDG 4 emphasizes inclusive and equitable quality education, which is difficult to achieve without inclusive governance. Similarly, SDG 16 promotes effective, accountable, and inclusive institutions—goals that are closely linked to leadership models emphasizing participation, consultation (shura), and shared responsibility. The IIMU experience underscores that democratic leadership in Islamic education is not merely a structural change, but a cultural transformation requiring training, open communication systems, and trust-building across institutional levels. The study reveals that fostering subordinate engagement can enhance educational service delivery and institutional sustainability. Practical recommendations include strengthening two-way communication channels, developing leadership training programs for staff, and formalizing participatory decision-making mechanisms. By moving beyond token participation, IIMU has the potential to cultivate a more inclusive organizational culture that embraces innovation, collaboration, and responsiveness. In conclusion, while challenges remain, the evolving leadership practices at IIMU reflect a growing commitment to democratic values in Islamic education. Realizing the full potential of subordinate involvement can significantly contribute to achieving the SDGs and advancing the quality and integrity of Islamic higher education institutions in Indonesia [38].

This study found that there are efforts to implement democratic leadership at IIMU, but the involvement of subordinates in decision-making and institutional management is still limited. Therefore, it is advisable to adopt a more flexible leadership model, which can accommodate the changes and dynamics that occur within the educational institution. This model will allow leaders to be more adaptive to the situation and provide space for subordinates to play a more active role in program planning and evaluation. The key recommendation of this study is the importance of strengthening two-way communication between leaders and subordinates. Open and effective communication will ensure that staff feel heard and valued for their contributions. IIMU leaders need to create more transparent communication channels, such as regular discussion forums or digital platforms, to enable a smoother exchange of ideas and information between all levels within the organization. It is important to involve subordinates early in the educational program planning process. Research shows that staff involvement in the planning stage can result in programs that are more innovative and relevant to the needs of all parties. Therefore, leaders need to provide opportunities for staff to contribute their ideas in academic planning, curriculum, and other operational activities [39] .

Program evaluation involving all parties, including staff, is an important step to improve the quality of education. IIMU leadership should introduce a more inclusive evaluation system which allows subordinates to provide feedback on the effectiveness and implementation of the program. By involving staff in evaluations, leaders not only increase transparency but also create space for continuous improvement. A more structured and effective feedback system can help accelerate leadership transformation at IIMU. Leaders need to introduce mechanisms to collect regular feedback from subordinates on policies, programs, and decision-making processes. Feedback received must be responded to with tangible actions so that staff feel that their contributions are truly considered and implemented in existing policies [40] .

The main benefit of increasing subordinate involvement in the management of the institution is their increased sense of responsibility for the success of the institution. When staff feel involved in the decision-making and planning process, they will feel more responsible for the implementation and achievement of the institution's goals. It will also motivate them to make a maximum contribution to their daily work. Another recommendation that emerged from this study was the need to strengthen collaboration between leaders and staff. More inclusive leadership not only relies on leadership to make decisions but also engages staff in formulating policies and strategies. This collaboration will enhance cooperation at all levels of the organization, strengthen staff commitment to the institution's vision, and create a more open and dynamic organizational culture [41] .

To accelerate a more inclusive leadership transformation at IIMU, leaders need to show a stronger commitment to the application of democratic principles in institutional management. This means that leaders must be prepared to share power and provide greater opportunities for subordinates to be involved in strategic decision-making. Inclusive leadership will create a more participatory environment, which encourages innovation and continuous improvement within the institution. Applying a democratic leadership model, leaders at IIMU are also advised to develop a team-based leadership style. Team-based leadership allows leaders and staff to work together in planning and managing the institution's programs. By building a solid team, leaders can optimize the potential and creativity of their staff, as well as create a more collaborative and innovative work atmosphere. To support increased subordinate engagement, IIMU leadership is considering developing a leadership development program for staff. This program will provide the managerial and leadership skills needed by staff to play a more active role in the management of the institution. Through structured training, staff will be more confident in taking greater responsibility and can contribute to more strategic planning and decisionmaking.