Digital Transformation in Private Brazilian Higher Education Institutions: Pre-Coronavirus Baseline

Abstract

Purpose: To present the planning for the digital transformation of Brazilian higher education institutions (HEI) and to measure their degree of digital mastery, according to Westerman, Calméjane, Bonnet, Ferraris, and McAfee (2011). Originality/value: Some studies evaluate digital transformation and/or the degree of digital mastery carried out in HEI individually. However, those that assess them comparatively have not been identified, allowing to draw a baseline to assist managers in benchmarking processes. Design/methodology/approach: It is an exploratory, qualitative research, with field study, in which the secondary data were obtained through bibliographic and documentary sources and the primary data through semi-structured interviews. For this purpose, representatives of ten private HEI were interviewed using an instrument consisting of a script of questions. The content was analyzed according to the model of Bardin (2011) and supported by the tool Iramuteq. The findings served as an input for completing the digital mastery questionnaires. Findings: Elements identified in the research refer to the fact that the evaluated HEI have good maturity in their digital transformation processes. Such allegations could be verified from the evaluation of digital mastery, which found that most institutions have a good level of digitalization and that, despite having some limitations related to the development of digital and leadership skills, can be considered digital masters.

A Systematic Literature Review on Digital Transformation in Higher Education: Revealing Key Success Factors

“…[4], [42], [44] Improve information flow management, ensuring the availability of HE [56] improvement of instructional strategies and the enhancement of the educational procedures and curricula [56], [60] Increase standard quality of education [11], [39] Attract more and better students [23] Sustainable culture of innovation [41] Modifying the teaching curriculum and improving access to technology-related learning resources [47] Create new employment [37] Increase Satisfaction of investors and beneficiaries [41] Increased collaboration [40], [56], [58] Reduce spending [27], [35], [37], [41], [44], [46] Enhances the quality, performance, productivity, and viability [41] Blurring competitive boundaries [40] A Systematic Literature Review on Digital Transformation in Higher Education: Revealing Key Success Factors…”

Horizontes de la transformación digital

“…En otros estudios es analizada como un fenómeno que involucra la tecnología en el aprendizaje (Abdulrahim & Mabrouk, 2020;Hervás-Gómez et al, 2021). También hay enfoques más amplios, ya que implica la utilización de la tecnología para mejorar los procesos en las instituciones de nivel superior; además, lo relacionan al liderazgo, cultura digital, capacidad tecnológica y la estrategia institucional (Luna & Breternitz, 2021;Rauseo et al, 2023;Restrepo & Gómez, 2022;Rof et al, 2022;Yaras & Öztürk, 2022). En la Figura 3 se identifican las palabras principales sobre la definición de la variable; en la Tabla 2 se muestran las conceptualizaciones.…”