Hanh Nguyen

Le Thi Hanh Nguyen - 2013520018

Vu Thi Diem Phuc

TAN213E(GD1-HK2-2122) JIB.1

ANNOTATED BIBLIOGRAPHY

1. Digital Transformation in Higher Education– New Cohorts, New Requirements?

 Wilms, Konstantin L., et al. "Digital transformation in Higher Education–new cohorts, new

requirements?" (2017).

 The focus of the research is to examine how digital transformation changes universities and

students, as well as variances and changes in the use of communication and interaction platforms

across different groups of university members and throughout the university lifecycle. A

qualitative case study involving semi-structured interviews was conducted to acquire additional

insight. One of the most important findings is that bachelor's and master's students prefer to use

social networking sites for interaction and coordination, but Ph.D. students and workers do not.

Despite the availability of a growing number of new channels for direct contact, the results

reveal that email is still used to communicate between students and staff.

A qualitative design was chosen to gain detailed unsupported insights about the different groups

and their usage of digital platforms. To define the structure of the interviews an interview

guideline was developed based on the Collaboration Virtualization Theory, which is supporting

and appropriate due to the main claim and the widespread of virtual activities context. In

summary, the research question refers to the differences between different groups of university

members concerning their usage of digital platforms. The discrepancy shows that there are

several implications to improve the communication and collaboration processes for different
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cohorts at the university and to support the communication and the exchange between students

and employees.  

2. Digital transformation in higher education: a framework for maturity assessment.

 Marks, Adam, et al. "Digital transformation in higher education: A framework for maturity

assessment." International Journal of Advanced Computer Science and Applications 11.12

(2020): 504-513.

 This research explores digitalization maturity as well as obstacles in Higher Education. This

research is relevant because of the importance that digital transformation plays in today's

information age. Focusing on Deloitte's 2019 digital transformation methodology and Petkovic's

2014 large and significant higher education process modeling, this study suggests a new

paradigm. The findings from several research tools, including surveys, interviews, case studies,

and direct observation, are combined in this study. The findings of the study reveal a large gap

between respondents' perceptions of digital transformation maturity levels and the basic needs

for digital transformation maturity. The studies also reveal that the most significant hurdles of

digital transformation are a lack of comprehensive approach, digital transformation

competencies, and information structures and processing.

The study uses a new framework based on Deloitte’s 2019 digital transformation assessment

framework with Petkovic 2014 mega and major higher education process mapping. The

proposed framework in this study is flexible, customizable, and can support furthermore detailed

analysis as required. Therefore, the supporting evidence are both qualitative and quantitative data

acquired from wide-distributed survey, in-depth semi-structured interviews, direct observation of

the researchers, and case study. As a result, this study successfully examined the digital

transformation maturity level and challenges in UAE higher education institutions in the
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aftermath of COVID-19, and the need to provide remote e-service to students, employees, and

other customers and stakeholders. Another noticeable point in the research is the authors had

significantly given out valuable proposal and recommendation to the education institution such

as establish a clear vision, policies, strategies, and plans or hire digital transformation experts.

In general, I believe the author did a great performance in stating the problems clearly as well as

precious recommendation for the main audience of the research.

3. Digital transformation and higher education: A survey on the digital competencies

of learners to develop higher education teaching.

 Janschitz, Gerlinde, and Sonja Monitzer. "Digital transformation and higher education: A

survey on the digital competencies of learners to develop higher education teaching."

International Journal for Business Education 160.1 (2020):2.

 The aim of this article is to explain how the digital revolution influences the education system, as

well as the challenges that must be handled in this situation. The first stage in this study is to

outline these technical advancements. The issues that higher education institutions face in the

future of digital transformation are discussed next, followed by approaches for higher education's

continued progress in terms of digital transformation. In this context, the findings of a research

study focusing on students' self-assessment of their digital competences are provided.

Implementing technology-supported teaching and learning environments is considered as both a

problem and an opportunity for preparing students – and lecturers – for the digital transition.

The authors are Ph.D. in the Department of Business Education and Development  

University of Graz, Austria.

The supporting evidence is gathered from a complete survey of all first‐semester students who

started their studies in the winter semester 2019/2020 in the Styrian higher education area. The
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research figures out that digital devices and digital media are both a blessing and a curse at the

same time. Besides, the fact that although most courses are already supplemented by online

materials, the potential of online teaching is far from being exploited and is only gradually

finding its way into educational institutions is also discovered. I believe that the author

conducted significantly thorough surveys to exploit different aspects of the problem, from the

usage of social media to the digital applications, and even expectations in teaching and learning

are even questioned. In addition, the context of the Covid-19 pandemic is mentioned and applied.

As a later researcher, these are valuable evidence that I can effectively take advantage of to my

own study. 

4. From dual digitalization to digital learning space: Exploring the digital

transformation of higher education

 Bygstad, Bendik, et al. "From dual digitalization to digital learning space: Exploring the digital

transformation of higher education." Computers & Education 182 (2022): 104463.

 The research investigates one of the most important aspects of higher education's digital

transformation: the development of a digital educational space. The study focuses on the

following streams of digitalization in higher education: digitalization of education and

digitalization of subjects, which is referred to as dual digitalization. This dual digitalization has

been an impediment to the sector's digital transformation, making it difficult to develop a shared

digital space. The research was carried out at the University of Oslo and looked at three stages of

digitalization. First, the technological basis was laid through the integration of digital education

and digital subjects. Second, through reconfiguration of roles between students and instructors,

the digital learning environment was enacted and captured, enabling for new and deeper learning
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forms. Third, the digital learning environment allows universities to interact with the broader

society outside their boundaries.

This was done by competent top management and a well-run IT department, who provided the

necessary resources with 5000 staff and 28.000 students. It was also done by academic staff and

students who accepted the new situation, trying to make the best of it.

The research made a new step in dividing the problem into two aspects which are digitalization

of education and digitalization of subjects, which create a deep and thorough perspective and

result. The informants of the questionnaire were selected from various faculties and units, to

ensure sufficient breadth. Each informant was selected for expertise and experience in

digitalization. The interviews were semi-structured, lasting 1–2 hours, and focused on the areas

of expertise of the informants. In addition to the interviews, available archival materials, such as

plans and reports, architectural documents, and web pages are collected. However, the study did

not include data on the issue “Do the current digital tools provide an appropriate psychological

and social environment for complex interaction” and the role of top managers in this problem.

However, the research still bears a high theoretical and practical value for my study.

5. Digital transformation in higher education: a case study on strategic plans

 Hakan, Kuzu Ömür. "Digital transformation in higher education: a case study on strategic

plans." Высшее образование в России 3 (2020).

 The purpose of this research is to discover where digital transformation stands in university

strategy. The strategy plans of 18 Turkish institutions that consistently score in the top 1000 in

global rankings were assessed for this purpose. The diversity and flexibility of learning

technologies, notably education topics and distance/open learning, are categorized under the

category of university statements regarding digital transformation. In this manner, it was

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determined that universities would be unable to change their digital infrastructure into an

integrated transformation model and strategic vision beyond technological infrastructure

renewal. For universities and future studies, it was proposed that Turkish universities be

compared to universities abroad that have demonstrated successful digitalization, and that

stakeholders can use quantitative and/or qualitative approaches related to the subject, particularly

in sector analyses.

The author is Dr. (PhD) of Business.

This study was devised using evidence as a case study model, one of the qualitative research

models, to examine the objectives and aspirations of digital transformation in the strategic plans

of 18 universities. According to the findings obtained from the universities examined, it can be

mentioned that they generally perceive digital transformation only as a technological tool and

cannot internalize their corporate goals as a strategic component. The study has certain

limitations. As the study was carried out in a small sample of Turkish universities, it is far from

being generalizable regarding the digital transformation of higher education, yet still it can be

viewed as a starting point for my research in terms of introducing the digital transformation

strategies of the leading universities.