Deep Dive Into Digital Transformation in Higher Education Institutions
Deep Dive Into Digital Transformation in Higher Education Institutions
Deep Dive Into Digital Transformation in Higher Education Institutions
sciences
Article
Deep Dive into Digital Transformation in Higher
Education Institutions
Mamdouh Alenezi
College of Computer and Information Sciences, Prince Sultan University, Riyadh 11586, Saudi Arabia;
[email protected]
Abstract: In the present times, digital transformation has gained momentum. Contemporary higher
education institutions have been embracing new technologies and transforming their practices,
business models and process. Digital transformation in the higher education institutions is about
the development of new more advanced and effective methods and practices in pursuit of the
higher education’s mission. The present paper links digital transformation and higher education
institutions. The paper discusses existing models for the incorporation of digital transformation in
higher education institutions. The paper also delineates the challenges faced by higher education
institutions in pursuit of digital transformation.
1. Introduction
In the recent decade, digital transformation has gained momentum. In the present
times, digital transformation is viewed as an evolutionary process influencing all the as-
pects and dimensions of life involving both people and organizations. The review of the
Citation: Alenezi, M. Deep Dive into existing literature reveals a wide range of views on digital transformation resulting in a
Digital Transformation in Higher range of interpretations and conceptualizations. According to some authors, digital trans-
Education Institutions. Educ. Sci.
formation is merely about the establishment of the application of IT in business practices
2021, 11, 770. https://doi.org/
and operations [1]. While practitioners and scholars have presented digital transforma-
10.3390/educsci11120770
tion as a process involving dramatic and disruptive changes and outcomes that lead to
disruption in the business environment, digital transformation can be seen as an evolution-
Academic Editor: Mike Joy
ary process [2]. In this context, one of the most holistic and balanced conceptualizations
characterizes digital transformations as an evolutionary process that leverages digital tech-
Received: 30 October 2021
Accepted: 25 November 2021
nologies and capabilities resulting in value-generating business models, more advanced
Published: 29 November 2021
and efficient business practices and operations and improved service delivery [3].
Digital transformation can also be seen from the perspective of the link between the
Publisher’s Note: MDPI stays neutral
structural, strategic and technological changes that are imperative to meet the demands of
with regard to jurisdictional claims in
the contemporary digital era [4] that emphasizes the need to align the old and new practices
published maps and institutional affil- and systems of the organisation. Due to the incorporation of the new technologies, digital
iations. transformation entails innovation focused on the transformation of organisational products
and processes and resolution of the existing and potential challenges. This also entails
continuous interaction between the organisational members and the digital technologies
aligning the business practices, services and the business model [5].
Copyright: © 2021 by the author.
In the present era characterised by age of revolutionized knowledge, it has become
Licensee MDPI, Basel, Switzerland.
imperative and critical to comprehend the values of technological initiatives and their role
This article is an open access article
in the transformation of the business models. A number of sectors have been fundamen-
distributed under the terms and tally reformed with the introduction of technology-oriented value-added processes and
conditions of the Creative Commons practices. As we progress further into the fourth industrial revolution, more disruptive
Attribution (CC BY) license (https:// digital technologies will have a greater influence on the development of creative, flexible
creativecommons.org/licenses/by/ business models. A number of buzzwords have been emerged to characterise this trend
4.0/). such as e-readiness, IT maturity etc. [6].
For centuries, higher education institutions have been the epicentre of knowledge
creation and diffusion. However, in the present times, access to information and knowledge
is no longer limited to the physical space of the educational institutes. Rather, information
and knowledge pertinent to a wide variety of subjects can be gained from various platforms,
open-source databases and web browsers, applications, encyclopaedias which enable the
users to add to their learning. This emerging trend, although poses various challenges,
must be seen as an opportunity rather than a threat to the higher education institutions [7].
Contemporary higher education institutions have been embracing new technologies
and transforming their practices, business models and process. Digital transformation in
the higher education institutions concerns the development of new more advanced and
effective methods and practices in pursuit of the higher education’s mission. A number of
studies have also claimed that digital transformation is not merely about the incorporation
of technology in business processes. Rather, digital transformation is a process for analyzing
the needs and the demands of the stakeholders and ensuring the provision of education
and research services that are in line with the knowledge needs of the students. Digital
transformation is being gradually implemented in educational institutes across the world
ensuring that the learning of the students is supported by digital tools [8].
In the context of the contemporary knowledge society, the digital transformation must
be considered as a critical process in which the production of knowledge and the processing
of information take place through information technologies such as virtual reality, online
learning video integration, gamification, and big data [9]. Moreover, the success in this
digital age is determined by the ability of the institutions to create and appropriately
capture the information such as student engagement, outcomes attainment, satisfaction,
etc. [10]. Concerns have grown regarding how education manages its position in the
knowledge society. Higher education institutions are faced with significant challenges
pertinent to the digital transformation not only in terms of the adoption of the digital tools
and technology in the teaching and learning process but also for the incorporation of the
technologies for changing and modifying the existing systems, processes, communication
modes and channels and all the other academic and administrative activities involved in
the institute.
A number of digital tools and technologies have been developed to meet the changing
educational needs of the students. Virtual educational platforms around the world have
been established with a wide variety of new simulative methods of learning. However,
higher education institutions still has a lot to do to achieve the digital transformation
that this era requires. It is imperative to consider digital transformation at a macro level
considering all the areas where there is a need for the adoption of digital technology in order
to innovate and improve the service delivery and education system of the educational
institutes. In order to meet the international standards, it is imperative to adhere to
such policies and standards, which demonstrate the reputation of the higher education
institutes supporting the students with the advanced learning mechanism and knowledge
delivery that are tailored to the curriculum. The present paper provides an overview of
literature pertinent to the digital transformation of higher educational institutes through a
comprehensive review of the relevant literature. The paper highlights the digital maturity
as well as the challenges, opportunities and awareness of the digital transformation in
educational institutes.
the consulting firms only provide generic MMs publicly. This may be because of the fact
that such consulting firms consider their mature models to be intellectual property and thus,
have kept them as confidential data. Table 1 summarizes these digital maturity models.
Consulting
# Digital Maturity Model Dimensions
Company
• Strategy and Leadership
• People and Culture
1 Accenture Digital Capability Assessment (DCA) • Product and Service
• Customer Experience
• Enterprise Enablement
• Business strategy driven by digital
• Digitize the core
2 BCG Digital Acceleration Index (DAI)
• New digital growth
• Enablers
• Customer
• Strategy
3 Deloitte Digital Maturity Model (DMM) • Technology
• Operations
• Organization and Culture
• Strategy, Innovation and Growth
• Customer Experience
• Supply Chain and Operations
4 EY Digital Readiness Assessment • Technology
• Risk and Cybersecurity
• Finance, Legal and Tax
• People and Organization
• Development and Purchasing
• Production
5 KPMG Digital Readiness Assessment (DRA)
• Marketing
• Sales
• Data-driven Insights
• Integrated Customer Experience
• Digital Marketing
6 McKinsey Digital Capabilities (DC)
• Digitally-enabled Operations
• Next-gen Technology
• Digital Enablers
• Digital business models and customer access
• Digitization of products and service offerings
• Digitization and integration of vertical and horizontal value chains
7 PWC Maturity Assessment • Data and analytics as core capability
• Agile IT architecture
• Compliance, security, legal, and tax
• Organization, employees, and digital culture
Higher educational institutes also need to make well-researched and oftentimes fast
choices in order to simplify operations and better understand their consumers. As such,
meaningful data must be used to understand and delineate the trends and patterns that in
turn influence decisions that will have the greatest impact on the institution as a whole [12].
Furthermore, utilizing all of the chances and potentialities provided by the richness of
digital technologies accessible, as well as rethinking full business models and transforming
the operations and practices throughout the value chain is certainly one of the most
difficult endeavors. Such a problem is more of concern for the business organizations as
they always compete in the market to establish and sustain a competitive position in the
industry. However, it is also emerging as a serious concern for the higher educational
institutes due to the rising competition between the universities for the finest students
and researchers grows [27]. Legacy systems can incur considerable costs and put pressure
on budgets [13]. There is also a greater demand for security than ever before as a result
of attacks on higher educational institutes both online as well as on-campus. Legacy or
manual forms and methods will not be able to solve these issues. More than ever, higher
education establishments need to embrace the use of digital technology for their daily
operations [28].
“Customers” in this framework include existing and potential students, alumni stu-
dents, educational communities, government and various partnering institutions. Channels
entail all kinds of communication channels as mentioned in Figure 1. Enterprise strategy
entails all the strategic objectives, goals and planning. Core business practices entail all
the practices associated with curriculum, student experience, research and other academic
areas. Visualizations and insights, scenario planning and modelling, data management
and governance are all covered in data and analytics. Lastly, technology and operations
are considered as enablers for business practices.
It must be noted that schools impact a varied community of parents, families, com-
panies, government, organizations, and citizens. Thus, the leaders have to make certain
that these stakeholders support the institute throughout its transformation. Lastly, the
framework proposes that effective professional development and continuing coaching
must be provided to the educators in order to help them use skills and techniques to meet
the requirements of their students.
6. Conclusions
The paper attempted to contextualize the digital transformation in the context of
higher educational institutions. Conclusively, it is found that in the present era, similar to
other industries and business organizations, the higher education institutions also need to
transform digitally to remain relevant to the changing industry scenarios and trends. The
digital transformation can be applied to several dimensions of the higher education system
including teaching, pedagogy, learning and curriculum, infrastructure, and administrative
and management. The paper also discussed the maturity models of the top firms to
understand the relevant dimensions that can help in measuring the maturity of any higher
education institution. The paper has also presented frameworks and models for the digital
transformation of higher education institutions proposed by three leading firms; KPMG,
Google, and Microsoft. It is also found that with such a high need for digital transformation,
higher education institutes have been lagging behind the other industries and business
organizations due to several challenges. Summarizing the key challenges that have been
impeding the digital transformation of higher education institutions, it has been found that
immediate focus and poor prioritization, decentralized decision making, internal resistance,
digital literacy of the faculty fuelled by the generational gap of digital natives’ students
and faculty and narrow view of ROI are some of the major challenges in this context.
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