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

Abstract

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.

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

“…"In the educational subject, DT is a process that requires evolution in the way it is taught and adaptation to the new learning needs of the student." [26] "The adoption of new technologies to transform education systems and services" [27]- [30] [31] "The conceptualization of 'digital transformation' for public sector organizations refers to the adoption of processes and practices to help public organizations provide social value in an increasingly digital world" [32].…”

“…DT can improve the performance, productivity, efficiency, and quality of higher education [26], [38], [39], [41], [44]- [46], [52], [53]. Traditional processes and services, including administrative processes, can be replaced with digital processes [41], [47].…”

“…DT can improve student experience [23], [26], [37], [39], [45], [52], [56]. It stimulates innovations in the delivery of learning materials [38], [52] and facilitates easier and broader collaboration [40].…”

“…Increase accessibility [27], [38], [39], [58] Business growth and business model innovation [4], [27], [37], [39], [43], [45], [46], [51] Improve performance, productivity, and quality [26], [38], [39], [41], [44] To be student-oriented [35] Universalize access to education [59] Remain relevant to changing industry scenarios and trends [15], [49] Improve efficiency [37], [39], [41],…”

“…The approach has its origins in the works of Sandkhul and Lehman as documented in their paper [64]. Other papers in the field refer to operations within this approach as business processes, while services are referred as educational services [26], [27].…”