Identifying challenges in implementing digital transformation in UK higher education

Purpose The purpose of this study is to systematically dissect strategies against the challenges stalling digital transformation (DT) in the UK higher education (HE) sector. It addresses the challenges impeding DT’s incorporation and offers a blueprint for fostering innovation and efficiency within...

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Vydáno v:Quality assurance in education Ročník 33; číslo 1; s. 109 - 123
Hlavní autoři: Saini, Shalu, Gomis, Kasun, Polychronakis, Yiannis, Saini, Mandeep, Sapountzis, Stylianos
Médium: Journal Article
Jazyk:angličtina
Vydáno: Bradford Emerald Publishing Limited 02.01.2025
Emerald Group Publishing Limited
Témata:
Academic Achievement
Barriers
Cognitive Style
Digital technology
Digital transformation
Education
Educational Quality
Educational Research
Higher education
Influence of Technology
Learning
Learning Experience
Literature reviews
Outcomes of Education
Predominantly White Institutions
School Holding Power
Sensitivity analysis
Strategic planning
Student retention
Systematic review
Teacher Effectiveness
Teachers
Teaching methods
United Kingdom > UK
Digital transformation in higher education
Interpretive structural modelling (ISM)
Educator upskilling
Technological integration
Digital infrastructure
ISSN:0968-4883, 1758-7662
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Shrnutí:Purpose The purpose of this study is to systematically dissect strategies against the challenges stalling digital transformation (DT) in the UK higher education (HE) sector. It addresses the challenges impeding DT’s incorporation and offers a blueprint for fostering innovation and efficiency within academic institutions. Design/methodology/approach Using a systematic literature review, the research integrates a nuanced literature review with interpretive structural modelling (ISM). Through meticulous ISM analysis, including sensitivity analysis and level partitioning, a robust framework is developed to pinpoint and interrelate DT challenges. Findings This investigation delineates a spectrum of impediments to DT in HE, most notably the need for more digital understanding among educators, intensified by inadequate support and resources. The findings reveal that the effective integration of DT is hindered by factors such as insufficient educator digital skills, resistance to technology and the continuous evolution of digital infrastructure. Practical implications The study’s findings and the developed level partitioning diagram offer invaluable insight into how DT must be integrated into the curriculum to enhance HE. Additionally, it could further lead to research within digital infrastructure and how learning needs to be facilitated for students in HE. Originality/value This study breaks new ground by systematically illuminating the centrality of the educator skill gap. By contributing insights into the educator skill gap, it proposes a unique analytical model that underscores actionable pathways for advancing DT initiatives in HE institutions.
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ISSN:0968-4883
1758-7662
DOI:10.1108/QAE-05-2024-0076