Digital Transformation in High Education Institutions (HEs) in the Post-Pandemic Era: Investigation of Students’ Study Behaviour at Salford Business School

Ubah-Nwoha, Diana; Chen, Yun; Han, Kate

Abstract

This study examines Digital Transformation (DT) in High Education Institutions (HEIs) and how the pandemic has enabled the reimagination of the education system (Quilter-Pinner & Ambrose, 2020). The pace at which digital technologies have evolved over the years, and their proliferation across various sectors, industries, and human endeavours, has culminated in a new normal driven by DT and causing significant changes in processes and decision-making (Kraus et al., 2021). These transformations have been further spurred by the COVID-19 pandemic which halted “business as usual” and called for increased adoption of DT across all spheres of human endeavour and sectors (Quilter-Pinner and Ambrose, 2020), including HEIs.

By assessing the rise of emerging technologies in light of their adoption and use in HEIs, especially in the post-COVID era, the paper investigates the impact of such adoption, with a focus on Students’ Study Behaviour at Salford Business School in the University of Salford. The study explores how technology influences learning, teaching and engagement, and further reviews the relevant policies guiding the use of digital tools such as Generative AI, Machine Learning (ML), Chatbot Technology, Augmented Reality (AR) and Virtual Reality (VR), Big Data Analytics, and Gamification tools powered by computer intelligence (Adiguzel et al., 2023; Taylor et al., 2021, pp. 3-6) in Higher Education (HE). Furthermore, a gap analysis and risk assessment of digital transformation in HEIs were conducted to highlight potential drawbacks, which then further gave insight into ways the DT strategies could be better implemented at the University and broader HEIs.

Anchored on pedagogical theories such as the Diffusion of Innovation Theory (DIT), the Technology Acceptance Model (TAM), and the principles of Technological Determinism and Social Constructivism, the paper provides a framework that presupposes that the adoption of new technologies and innovations is often determined and influenced by several internal and external factors and that technology and society engage in an endless exchange where one shapes the other and vice versa. An empirical review of related studies was carried out to provide background information and secondary data for the research study.

Citation

Ubah-Nwoha, D., Chen, Y., & Han, K. (2024, September). Digital Transformation in High Education Institutions (HEs) in the Post-Pandemic Era: Investigation of Students’ Study Behaviour at Salford Business School. Paper presented at BERA (British Educational Research Associate) Conference, Manchester

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: BERA (British Educational Research Associate) Conference
• Conference Location: Manchester
• Start Date: Sep 8, 2024
• End Date: Sep 12, 2024
• Deposit Date: Aug 10, 2024
• Publisher URL: https://www.bera.ac.uk/conference/bera-conference-2024-and-wera-focal-meeting/registration