Digital Transformations in Nordic Higher Education: A Step Towards Unpacking a Multifaceted and Emergent Phenomenon

Pinheiro, Rómulo; Tømte, Cathrine; Barman, Linda; Degn, Lise; Geschwind, Lars

doi:10.1007/978-3-031-27758-0_1

Cited by 3 publications

(1 citation statement)

References 73 publications

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“…This perspective is also echoed in some studies across countries, highlighting the role of strategic intent, technological aspects and the potential requirement for cultural adaptation to ways of working in higher education (e.g. Valdés et al ., 2021; Pinheiro et al ., 2023; Cerdá Suárez et al ., 2021). In China, Xiao’s (2019, p. 515) analysis of 75 university strategic plans found a focus on the implementation e-campuses, modernisation of existing facilities and “building a positive online ethos and developing political and ideological education via digital means” and little consideration of the application of digital technologies to “serve a wider community and to build technology-enhanced research capacity … of open, flexible, distributed, and disaggregated learning” (Xiao’s (2019, p. 515).…”

Section: Introductionmentioning

confidence: 99%

Organisational digital capability: a cross-country review of guidance

Wall,

Ngo,

Nguyễn Hữu

et al. 2023

HESWBL

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PurposeDigital transformation continues to rapidly progress in higher education globally, spanning all aspects of higher education operations, values and culture. Despite expanding literature, guidance remains focussed on emergency application during pandemic lockdowns and/or on single organisational case studies. Digital transformation frameworks that move beyond these foci are heavily criticised for being commercially contextualised (outside of higher education) and are often too narrowly conceptualised. The purpose of this paper is to review the most common framework currently used in the UK, which takes a strategic and organisational perspective on digital transformation.Design/methodology/approachThis is a technical review article that summarises key guidance for organisational digital capability and then reflects on its application in the UK (a developed economy and higher education system) and in Vietnam (one of the fastest-growing economies with a developing higher education committed to digital transformation) as an initial attempt to explore its applicability beyond the UK context. Vietnam has been chosen as a reference context, given its significant current digital transformation policy reform at the national level and as a collaboration partner with the UK in its digital transformation.FindingsThe guidance highlights six core areas to consider for digital capability: information and communication technology (ICT) infrastructure, content and information, research and innovation, communication, learning, teaching and assessment and organisational digital culture. Although the framework is normative, findings suggest it is sufficiently open-ended to enable its users to determine practical steps to drive digital transformation. However, complementary tools are suggested to deal with the rapidly developing digital transformation policy context of Vietnam.Originality/valueThis is the first time a review has been conducted from the perspective of different countries, with a view to supporting leaders, managers and policymakers in the UK, Vietnam and other Association of South Eastern Nations (ASEAN) networks in their own digital transformation transitions.

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