Digital Transformation In Higher Education Research Articles

Student Satisfaction and Retention: Impact of Service Quality and Digital Transformation

A country’s economic and technological development in the twenty-first century depends heavily on higher education. Similar to other countries, the majority of higher education institutions in Bangladesh are private universities that offer educational services alongside public (government-funded) universities. This study aims to investigate how service quality dimensions and digital transformation influence student satisfaction and student retention in private universities in Bangladesh. Data were acquired from a convenient sample, including students from the top five private universities in Bangladesh, through a self-administered questionnaire survey. The questionnaire was completed by 210 of the 235 students who were asked to participate. Each questionnaire was carefully examined. 200 were determined to be appropriate for this study. A conceptual model of eight factors, including the five dimensions of the SERVQUAL model, digital transformation, student satisfaction, and student retention, was framed and tested. Descriptive statistics (mean and standard deviation), multiple regression, and bivariate regression analyses were conducted using SPSS 26.0 to test the hypothesized relations. According to the findings of descriptive data, students are satisfied with the quality of private university services and digital transformation activities. This study reveals that all the service quality dimensions positively and significantly impact student satisfaction except the empathy dimension. It is also found that digital transformation substantially influences student satisfaction. Furthermore, student satisfaction has a positive and significant influence on student retention. To the best of the authors’ knowledge, this is the first initiative to investigate the impact of service quality dimensions and digital transformation on student satisfaction and student retention in the context of private universities in Bangladesh. This study contributes to higher education institutions for the improvement of service quality dimensions and the digital transformation to obtain student satisfaction and student retention in highly competitive educational sectors. Finally, this work argues that digital transformation in higher education is necessary for survival and growth in the twenty-first century.

Digital transformation of higher education: abroad and domestic experience

Digital transformation of higher education: abroad and domestic experience

New challenges in higher education: A study of the digital competence of educators in Covid times

• There are profound consequences in digital transformation of Higher Education after Covid crisis regarding educators and institutions. • There are links between digital skills of professors and their impact on student learning. • The evolution of Educators' Digital Competence (EDC) implies changes in pedagogy and university management. • A high potential for future research in the evolution of universities as its new strategies in digital context The digital revolution has substantially impacted education. The evolution of the use of technologies in education has been gradual and different, mostly depending on the teaching professionals' predisposition and skills. With the advent of the COVID pandemic, digital tools' impact has been exponential in all educational levels. An study of the new educational hybrid model is offered. The role of the educator is critical in this new model, confirming the necessity to have technical resources and qualified educators to improve students’ competence in order for them to work successfully in the digital economy. We have reflected on the evolution of Educators' Digital Competence (EDC) and its relationship with students' digital skills and impact on the learning process. An analysis of digital competence-learning in the context of the student-centered-learning approach has been studied. A more holistic approach to EDC is suggested. The European Framework for the Digital Competence of Educators (DigCompEdu) has identified 22 competences in six areas of competence. This paper has analyzed 251 responses from a convenience sample of professors from Madrid's universities in business administration based on this validated instrument. The results show the relevance of educators' characteristics to the learning process concerning previous knowledge about technology, training received, and their attitude toward technology. From a theoretical point of view, these competencies have been grouped into four competency areas, and their level of impact on student learning has been determined. In conclusion, digital competence has evolved from being a mere tool to becoming an essential pedagogical element.

Higher Education Institutions in the Digital Economy Era: Digital Transformation of Higher Education

Higher Education Institutions in the Digital Economy Era: Digital Transformation of Higher Education

大学教育のデジタルトランスフォーメーション

大学教育のデジタルトランスフォーメーション

IMPLEMENTATION OF INTERDISCIPLINARY APPROACH IN THE PROCESS OF HIGHER EDUCATION DIGITAL TRANSFORMATION

The article deals with the problem of information and methodological support of the educational process in universities in the context of the digital transformation of higher education. An analysis of scientific publications on the topic of the article showed that this process can be activated by applying an interdisciplinary approach. It can be implemented by creating interdepartmental research teams at universities, the main participants of which will be future IT specialists and their leaders from among the leading teachers of IT departments. As part of the activities of these teams, digital educational resources will be developed by order of university departments and other departments of the university. At the same time, IT developers of educational resources will increase their skills in the field of creating various kinds of software. As a result of the activities of such teams, the digital educational environment of the university will be replenished with up-to-date digital educational resources and their methodological support.

ОБРАЗОВАТЕЛЬНЫЙ ПОТЕНЦИАЛ ЦИФРОВЫХ ТЕХНОЛОГИЙ КАК СОВЕРШЕНСТВОВАНИЕ ПРОЦЕССА ОБУЧЕНИЯ В ВУЗЕ

The article reveals the essence of the digital transformation of higher education in the Russian Federation, analyzes the positive and problematic aspects of digitalization, the main components of the digitalization strategy, taking into account world and best Russian experience.

Emergency remote learning acceptance among higher education students during COVID-19 pandemic

The current study investigates how attitudes towards digital transformation and personal innovativeness affect the acceptance of emergency remote learning in the COVID-19 pandemic environment. The pandemic has affected all aspects of societies across the globe, including higher education that was also a significant push-up factor for the digital transformation of higher education. Thus, the main aim of this paper is to investigate the factors affecting emergency remote learning acceptance among the higher education students in Bosnia and Herzegovina (BiH). The results presented in this paper gained from a study carried out among higher education students in BiH cover the period of April – July 2020 via the open-source platform. The study focused on the students’ attitude towards a digital transformation is a significant factor in accepting emergency remote learning. Also, the personal innovativeness score has proven to be a crucial factor for adopting this new learning setting, i.e., more innovative students have a greater emergency remote learning acceptance than students with a lower personal innovativeness score. Hence, this study pinpoints the necessity of changing the attitudes towards technology applications in education. It would increase the usage of remote learning services and provide students with knowledge and skills for the new labour market

A digital maturity model for the education enterprise

ABSTRACT Digital transformation in higher education, especially after COVID-19, is seen as inevitable. This research explores digital transformation’s maturity and challenges within the education enterprise. The significance of this study stems from the critical role digital transformation and higher education play in today’s digital economy, and digital learning, especially with the impact of COVID-19. This study proposes a new model to measure digital transformation maturity assessment in the education enterprise, based on Deloitte’s 2019 digital transformation assessment model, and Petkovic et al.'s [2014. Cloud Computing Support to University Business Processes in External Collaboration.” Acta Polytechnica Hungarica 11 (3): 181–200] mega and major higher education process mapping. The study triangulates the findings of multiple research instruments, including survey, interviews, case study, and direct observation. The research findings show a gap between digital transformation’s maturity perception, and core requirements. A stronger focus on enabling processes, and a lack of wholistic vision, digital transformation competency, and data structure were among the leading challenges in digital transformation.

Northern Michigan University online campus: A case of digital transformation in higher education

The Northern Michigan University (NMU) online campus, fondly known as the “Global Campus,” is now 5 years old. Launched in 2016, this online and distance education initiative had as its mission to create academic programs that meet students’ learning and service needs “at the same high standard we do for on-campus students” (NMU). This was a kind of organic final step in the journey of digital transformation that began sixteen years before. Nonetheless, how does NMU make a pivot from 117 years of traditional face-to-face learning model to create value and compete in the digital education space? Worse still, when the Covid-19 global pandemic hits in March 2020 and the campus is forced to shut down (mandating all face-to-face teaching and learning, and to transition to online delivery within just two business days and a weekend); how does the university handle this new set of challenges as its online model gets tested in real-time? The story of NMU’s evolution to online education is told by intrinsic and extrinsic factors including declining enrollments due to changing local economics and regional demographics, an old business model now compounded by a global pandemic. This mix of factors would seem to present NMU with both an opportunity to refine its online model and some new challenges to overcome. This evolution also speaks to the importance of having an overarching digital strategy that can drive true digital transformation.

A Systemic Perspective for Understanding Digital Transformation in Higher Education: Overview and Subregional Context in Latin America as Evidence

Since virtual education has increased from a local to a global audience, it is of great importance to understand the role that cultural and social backgrounds play in the transition to digital education. Therefore, a review of preferences and evidence among different Latin American regions and nations increases understanding. This digital transformation can be assessed under several categories of cultural, social, and economic situations. Traditionally, universities are known as formal institutions with emerging education trends, but it is mandatory to address the managerial work and implications of the institutions themselves. Particularly, universities play a relevant role in understanding the effective digital transformation in communities, but the profile of the educational system is very important for configuring this process. This research points out the main dimensions that prevent societies from increasing their educational level. By using comparative data analysis and documentary references, this paper highlights a systemic perspective for understanding the digital transformation in higher education, but it also expands the range to managerial decisions about the role educational ecosystems play in this transformation. Moreover, this study provides an overview of how relational elements configure management in higher education institutions.

Этические риски цифровой трансформации высшего образования

The aim of the study is to identify the ethical risks of digital transformation of higher education. The article examines the main aspects of higher education digitalization basing on the materials of modern research; the ethical problems of using digital technologies in conditions of forced distance learning are concretized; the possible ethical consequences of digital technologies introduction into the higher education system are highlighted and analysed. The scientific originality of the research is determined by the fact that, on the basis of ethical problems that revealed themselves in the course of online education, the ethical risks of introducing and using digital technologies in the educational process of a university in the context of training personnel for the digital economy and the transition to a digital society are identified and determined; recommendations on the organization and implementation of educational activity of universities in the context of digitalization are given. As a result, it was proved that the digital transformation of higher education, on the one hand, is a necessary condition for the development of modern society, and on the other, it is a challenge for the classical education system and university ethics, the possible consequences of which are the following: dehumanization and instrumentalization of the learning process, loss of the true “spirit” of the university, disintegration of the moral identity of an individual’s personality.

Digital transformation of Higher Education: what’s next?

The Covid-19 pandemic has exponentially accelerated digital transformation within the higher education sector, and has given us the opportunity to re-think and re-shape how we do things. This article explores what true digital transformation looks like, where it could potentially lead us and what universities of the future might look like.

Pre-Service Teachers' Digital Literacy Levels, Views on Distance Education and Pre-University School Memories

Many studies are still ongoing on the possible effects of the Covid-19 Pandemic process on educational environments. With the decision to switch to distance education during the pandemic process, an important opportunity has emerged for rapid digital transformation in higher education. In this process, the relationships between the digital literacy levels of university students, their views on distance education and their pre-university school memories are curious. Therefore, the main purpose of this study is to examine the relationship between education faculty students' digital literacy levels and their views on distance education and their pre-university school memories. The research was carried out in the faculty of education at a state university in the 2020-21 academic year. The sample group consists of n = 234 (89 males; 145 females, mean age 21.7) pre-service teachers. Research data were collected online via Classroom. During the data collection process, one personal information form and three scale forms were used together. The return rate of the data collection tool is ~ 51%. Descriptive and relational analysis were used to analyze the collected data (p <.05). The findings, there are some significant and positive relationships between pre-service teachers' digital literacy levels, their views on distance education and their pre-university school memories. It has been revealed that students' digital literacy levels, their pre-university school memories and their views on distance education have significant effects in varying degrees. Some suggestions were made within the framework of the relevant literature for the results reached.

Pandemic as Catalyst for National Digital Transformation of Higher Education - A Swedish Case Study

The covid-19 emergency presented daunting challenges for all in higher education, in particular teachers and students who were forced to quickly pivot from the familiar setting of the campus to purely online education in a matter of days. Despite the enormity of this challenge the transition was negotiated successfully in terms of online teaching though issues such as social interaction, student isolation and digital divides remained largely unaddressed. In Sweden, the pandemic response has been a wake-up call to address the lack of national coordination of online and blended education as well as the need for more coordinated approaches to professional pedagogical development. This paper outlines the response of several national networks and stakeholder organisations, notably the Network for IT in Higher Education (ITHU), though the forming of a mutual support group on Facebook to coordinating workshops and sharing resources. A survey of ITHU members revealed a number of key focus areas for national coordination as well as the development of a culture of sharing between teaching staff and educational technicians that did not exist before the pandemic.

An Institutional Perspective for Evaluating Digital Transformation in Higher Education: Insights from the Chilean Case

From a managerial perspective, the rapid diffusion of actions and strategies accelerating the digital transformation of institutions is critical for success. However, in education, business, and management studies, digital transformation can be understood as simple evolutionary processes that enable business models, operational processes, and experiences to be made quickly and efficiently by institutions and agents. This aspect can sometimes lead to opposition, especially when little information is available or in situations of high uncertainty. This research aims to evaluate the involvement of an institutional ecosystem in the digital transformation at universities. Using data collected in Chile, this paper analyzes how the adoption of technologies by universities provides a context for understanding digitalization, measured by the IAU World Higher Education Database (UNESCO). The main finding of this paper is that there is a wide and relevant range of impacts of technological change in higher education institutions, particularly in the categories of values and operations. Additionally, this work serves as a repository of knowledge applicable to similar situations considering the specificities of each particular case. The importance to intervene in relation to certain variables at different levels of managerial performance is described and the implications for higher education institutions are discussed in these pages.

Цифровизация в системе высшего образования: социологический анализ

Examined are problems of modern digital transformation of Russian universities and the impact of restrictive measures related to the pandemic on the acceleration of these processes. The work is based on the results of two stages of the sociological study “Peculiarities of the work organization of Russian universities in the period of restrictions in connection with the COVID-19 pandemic (opinions of students and teachers)”, conducted by the researchers of the MSU and RUDN in 2020-2021. The purpose of the study was a comprehensive analysis of the opinions of teachers and students of Russian universities about working in a remote format during the period of forced restrictions, their assessment of their digital skills and competencies and the level of digitalization of their universities. The article analyzes the main achievements and problems of the transition to modern digital tools for organizing the educational process in the country's universities. As practical recommendations for improving the process of digital transformation of higher education, the authors propose a number of possible measures to optimize the digitalization of universities and that are aimed at smoothing out a number of restrictions that imminently comes amid this process. The work is addressed to a wide range of readers, all those who are interested in the problems of higher education, the introduction of digital technologies in the organization of training.

A barrier diagnostic framework in process of digital transformation in higher education institutions

PurposeExisting literature has reported a barrier list that could affect the implementation of digital transformation in higher education, yet the research question of how to identify barriers remained unanswered. Thus, this study intended to address this gap.Design/methodology/approachThe research design adopted a mixed-methods approach based on the problem-centered design science research (DSR) process model for the development and evaluation of framework.FindingsThis study proposed a systematic framework of three sets of components: (1) the initial set of barriers; (2) the barrier rating scheme and (3) the barrier scoring matrix. The three-component of the framework is to identify and prioritize barriers to the successful implementation of digital transformation in higher education.Research limitations/implicationsThe evaluation of the framework was only based on an expert opinion.Practical implicationsThis study provided a direction to the policymakers for designing sensible strategies to increase the chances of a successful digital transformation in higher education.Originality/valueThis study contributes to the knowledge body by offering a more systematic understanding of barriers to digital transformation in higher education.

Management of Digital Transformation in Education: Modern Scientific Discourse

The article considers the scientific method of implementation and management of digital transformation of higher education, including technological, methodological and economic aspects. The problem field of introduction of new digital models and introduction of managerial experience is considered.Recent research proves the separation of digital transformation as a new area of scientific interest for management development researchers, as well as a new research paradigm. This transformation is undoubtedly interesting and promising, as it contains many aspects and components. The main reasons for slow implementation are the complexity of the problem, the lack of data for decision-making and the uncertainty of economic impact in the future. In the educational environment, this process is slower, perhaps due to fears that such transformation processes will disrupt the traditional academic model that has developed over many years and has been relevant and effective in an era of industrial growth for many years.The relevance of further research is confirmed by the fact that the process of forming a digital market for educational services is not complete. On the one hand, transformation significantly depends on the systematic process of education reform, the availability of clear institutional and public policies. On the other hand, the success of the continued existence and development of educational institutions in the post-pandemic environment will depend on changes in the standard academic paradigm and the introduction of new digital services in combination with quality academic education. Building and implementing new forms and models of education will require managers to take a comprehensive approach and rethink existing norms and standards of governance. JEL classification: O32, O33

The digital transformation of higher education – “uni for nothin’, MOOCs for free”?

ABSTRACT In 2017, the newly-elected, Labor-led government of New Zealand boldly declared access to higher-education to be a universal right and committed to a year’s “fees-free” studentship, with the promise of eventually extending it to an entire first-degree programme. Against such a backdrop, this article will examine the role of Massive Open Online Courses (MOOCs) as surrogates for “fees-free” higher education and whether the design of such a Higher Education 4.0 platform is even a credible proposition. More specifically, the research question addressed is: can higher education be made universal in terms of access and costs through the intermediation of MOOCs? The case attempts to provide a socio-technical view of such a “value proposition” and concludes that the charter of higher education extends beyond the distribution of knowledge and skills that may perhaps be better delivered with blended learning models than MOOC platforms. A university is more than a certification of core-competencies in that it also brings about socialization and participation. With the undercurrent of design ideals such as “tech for good”, the academic community must examine whether MOOCs are credible substitutes or at-best, complementary platforms. In this era of Industry 4.0, higher education should not be about the creative destruction of what we value in universities, but their digital transformation. Regretfully, the onset of the Covid-19 pandemic has revealed gaping holes in the sectors’ readiness for online learning. The article concludes with an agenda for large Randomized Controlled Trials (RCTs) driven by Action Design Research that could fulfil the aspirations of the key stakeholder groups – students, faculty and regulators. It is intended that the case will inform policy makers on the implementation of a Blended Learning platform which draws from the relative strengths of traditional and online delivery.