<![CDATA[Higher education management is evolving from functionally isolated information systems toward integrated and augmented intelligence frameworks. While dashboard-based Executive Information Systems (EIS) effectively support routine reporting, they remain limited in contextual awareness and analytical capability for complex strategic decision-making. This study aims to explore the evolution of Executive Information Systems in higher education toward a conversational paradigm by identifying the limitations of conventional EIS and examining executive information needs and interaction patterns. This research employs a Systematic Literature Review (SLR) approach to identify, evaluate, and synthesize relevant peer-reviewed studies, following a structured protocol that includes the definition of research questions, database selection, inclusion and exclusion criteria, and systematic analysis. The selected literature focuses on Executive Information Systems, agent-based architecture, Large Language Model (LLM) integration, and augmented intelligence approaches that combine data-driven and model-based techniques. The findings reveal that existing EIS implementations are predominantly constrained by static dashboards and limited interaction mechanisms. The analysis further highlights emerging trends in conversational interaction, intelligent data processing, and augmented analytics, as well as key technological, architectural, security, and organizational considerations influencing the adoption of conversational approaches. This study demonstrates that a conversational paradigm offers a promising direction for advancing Executive Information Systems in higher education by enhancing executive access to contextualized information and supporting more effective strategic decision-making.]]>
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