Professional Documents
Culture Documents
Annotated Bibliography
Annotated Bibliography
Annotated Bibliography
TAN213E(GD1-HK2-2122) JIB.1
ANNOTATED BIBLIOGRAPHY
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.
Marks, Adam, et al. "Digital transformation in higher education: A framework for maturity
(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
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
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
Janschitz, Gerlinde, and Sonja Monitzer. "Digital transformation and higher education: A
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
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
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.
Bygstad, Bendik, et al. "From dual digitalization to digital learning space: Exploring the digital
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
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
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.
Hakan, Kuzu Ömür. "Digital transformation in higher education: a case study on strategic
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
determined that universities would be unable to change their digital infrastructure into an
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.
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