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Rapid digital transformation is taking place due to the COVID-19 pandemic, forcing organizations and higher educational institutions to change their working and learning culture.This study explores the challenges of rapid digital transformation arising during the pandemic in the higher education context. This research used the Q-methodology to understand the nine challenges that higher education encountered, perceived differently as four main patterns: 1) Digital-nomad enterprise; 2) Corporate-collectivism; 3) Well-being-oriented; 4) Pluralistic. This study broadens the current understanding of digital transformation, especially in higher education.The nine challenges and four patterns of transformation actors serve as a starting point for organizations in supporting technological choice and strategic interventions, based on individual, group, and organizational behavioral levels. Moreover, five propositions, based on the competing concerns of these challenges, establish a framework for comprehending the ecosystem that enables rapid digital transformation. Strategies, prerequisites, and key factors during the (digital) technology development process benefit the cyber-society ecosystem. As a practical contribution, Q-methodology was used to investigate perspectives on digitalization challenges during the pandemic.

Globalization and information technology enable people to join the movement of global citizenship and work without borders. However, different type of barriers existed that could affect collaboration in today's work environment, in which different generations are involved. Although researchers have identified several technical barriers to intergenerational collaboration (iGOAL), the influence of cultural diversity on iGOAL has rarely been studied. Therefore, using a quantitative study approach, this paper investigates the impact of differences in cultural background on perceived technical and operational barriers to iGOAL. Our study reveals six barriers to IGC that are perceived differently by culturally diverse people (CDP) and non-CDP. Furthermore, CDP can foster IGC because CDP consider the barriers to be of less of a reason to avoid working with different generations than do non-CDP.