Technology in higher education has dramatically changed how students learn and how business is conducted in today's modern higher education institutions (HEI). Despite this rapid influx of technology in higher education, the integration of institutional technology (IT) leadership into the administrative process around technological innovation has not been prioritized as only 57% of IT leaders report having a place on the University Cabinet (Grajek, 2019). This study used a 4 (reporting-line structure) x 2 (University Cabinet membership) between-groups factorial design to determine if there was an interaction effect between membership on the University Cabinet (yes, no) and reporting-line structure (President, Provost, Chief Administration Officer, Chief Business Officer) as they relate to four technological maturities used to measure technological innovation in the following areas: Student Success, Disaster Recovery, Information Security, and Analytics. These maturities reflect the usage and implementation of technology in higher education and were retrieved from the 2018 EDUCAUSE (an organization focused on technology in higher education) annual survey of education IT leaders. Seven hundred and fifty higher education institutions filled out information about reporting-line structure and University Cabinet membership; of those 750, 254 were private institutions, while 253 were public with the remaining comprised of community colleges and associate's institutions. This study used four 2-way ANOVA to test the research hypotheses. While the interaction hypotheses that the influence of reporting-line structure on the four technological maturities depends on IT leadership reporting-line structure and University Cabinet membership were not supported, two main effect hypotheses were supported. A statistically significant positive effect of integrating IT leadership into University Cabinet on a HEI's technological maturity in information security was found. Also, reporting to the Chief Administrative Officer had a statistically significant effect on a school's technological maturity in disaster recovery when compared to schools where IT leaders report to the Provost. The importance of these findings in terms of the integration of IT with university leadership is discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]