Methodology for Developing Digital Maturity Model of Higher Education Institutions

Abstract

Achieving any of the three primary missions of higher education institutions (HEIs) (teaching, scientific production and contribution to the society) is today almost impossible without information and communication technologies (ICT). Because of this, analyzing the maturity of ICT use at HEIs becomes useful and necessary for two main reasons: (1) HEIs can determine how digital mature they are based on how ready they are for different ICT challenges, and (2) HEIs can determine what ICT areas and fields they need to improve. There are many frameworks for measuring the digital maturity, but none for HEIs. In this paper, the methodology for developing a digital maturity model for HEIs (DMMHEI) is presented. DMMHEI consists of two parts: (1) a framework that covers areas and elements which influence digital maturity and (2) a two-component instrument used to assess the HEI's digital maturity. The methodology for creating such a model is based on paradigm called design science research (DSR). Once created, the methodology can be applied in different higher education systems in different countries to create DMMHEIs that are adjusted to different contexts.

A systematic review and framework for digital leadership research maturity in higher education

“…In response to the above identified deficits in the literature, this review therefore proposes the following initial outline of a Digital Leadership Research Maturity Framework. The framework builds on prior exploratory work on the development and assessment of digital maturity in higher education at a generalised level, rather than focused on digital leadership research [46,47,84,109]. These are useful background frameworks for the detailed conceptualisation of digital maturity in higher education, but regrettably do not focus much, if at all, on digital leadership or research into this.…”

Egyetem 4.0

“…De ez egy nagyon fontos dolog, az okos campus és a kapcsolódó szolgáltatások terén. "A mélyinterjúkban feltárt elemek, a Panizzon és Barcellos (2020) modelljében ismertetettek, illetve a vizsgált digitális érettségi modellek(Gurumurthy -Schatsky 2019, Martínez et al 2019, Ðurek et al 2019, Hummel -Schenk 2022, Barzman et al 2021, McCormack 2017, Nguyen et al 2021, Kampylis et al 2015, Berghaus -Back 2016 vizsgálata eredményeképp az alábbi megállapítást teszem.…”