<![CDATA[Digital transformation in higher education demands the strengthening of integrated data-driven academic management capable of effectively supporting strategic decision-making processes. Although many higher education institutions have implemented Academic Information Systems, their utilization in practice remains largely limited to administrative functions and has not been fully optimized for analytical performance monitoring needs. This study aims to design requirement specifications and a conceptual model for an academic dashboard using the Goal-Oriented Requirements Engineering (GORE) approach to ensure alignment between institutional objectives and the developed system features. The research employed a mixed-method approach with a sequential exploratory design, integrating qualitative exploration and quantitative validation. The qualitative stage involved interviews with 35 informants to identify academic management goals, which were subsequently transformed into systematically aggregated requirements. The quantitative stage involved 164 respondents to validate and prioritize system requirements using descriptive statistical analysis. The results revealed ten primary academic management goals that were successfully transformed into ten dashboard requirements with clear traceability. All research indicators were declared valid and reliable, with a Cronbach’s Alpha value of 0.95, while the mean scores exceeded 4.00, indicating high to very high priority levels. The primary strategic requirements identified included cross-unit information integration, real-time monitoring capability, and ease of system access. Therefore, this study concludes that the GORE approach is effective in generating a systematic, structured, and organizationally aligned conceptual design for an academic dashboard. Future studies are recommended to test this model across various institutional contexts and develop inferential analyses to comprehensively measure the impact of dashboard implementation on academic performance improvement.]]>
