Transformation of higher education is an intricate issue. Universities are service organisations with complex hierarchical structures, as well as numerous internal and external policies and regulations to adhere to. Consequently, diffusion of innovations at the institutional level is often challenging for university leaders. Nonetheless, globalisation and changing student needs, particularly since the COVID-19 pandemic, are compelling universities to reassess their strategies for diffusion of innovations and digital transformation. The critical question that arises is, how digital technologies can be harnessed to transform higher education and align with the primary functions of universities: teaching and research. The mentioned below are some of the key areas to focus.
Institutional policies: Although each university has its unique culture, history, and strategic priorities, shared governance is a common approach used by modern universities. The key stakeholders in university governance include executives, academics, professional staff, students, and industry partners, and their decisions are guided by policies that align with the broader strategic goals of the university. Initiating digital transformation in universities, therefore, should begin with institutional policies. This is vital because it will help decision-makers at all levels, particularly the leadership, to establish critical support structures for academics and students, and to adopt effective practices in their decision-making.
Facilities and infrastructure: Digital transformation at institutional level requires adequate facilities and infrastructure, specifically digital infrastructure. Some universities, particularly those that prioritise traditional classroom-based education, may need significant upgrades to their facilities and infrastructure to support advanced technologies within the institution. These upgrades may include, but are not limited to, effective learning management systems, synchronous technologies for real-time classroom interactions, computer software and multimedia applications, video/audio learning material production facilities, cloud-based technologies for collaboration and data storage, as well as emerging fields such as AI and analytics. University leaders must assess the institution’s needs and be receptive to innovative technologies to ensure that the university has adequate digital infrastructure to support the diffusion of innovations.
Teacher support: In institutional digital transformation, teacher support is a crucial aspect, especially in relation to technology-integrated learning. Some teaching staff may not feel comfortable using digital technologies in their teaching. Moreover, aspects such as academic disciplines, and teacher beliefs and attitudes towards the use of technology in teaching, can significantly impact their adoption of technology-enhanced learning. To address this challenge, many universities have established learning support centres to help academics navigate the changes. Strengthening these support services is crucial, and universities can consider doing so by hiring qualified learning designers and technology support specialists, as well as offering incentives and recognitions to encourage adoption and diffusion of innovative practices at the institution level.
Partnerships: Partnerships are a key priority for many universities as they strive to strengthen their ability to embrace innovative practices, particularly technology-enhanced learning initiatives. These partnerships can take in various forms, including collaborations with other universities, partnerships with government and professional organisations, and collaborations with industry partners. By forming meaningful collaborations with relevant external partners, universities can tap into the expertise of industry experts and improve their ability to embrace digital transformation.
In sum, as the higher education landscape evolves, digital transformation has become a critical area for university leaders to focus on in order to meet the expectations of the broader community. Universities should concentrate on several areas to facilitate digital transformation, including the development of relevant institutional policies, the enhancement of facilities and infrastructure, the provision of teacher support, and the establishment of partnerships with external stakeholders.