Managing Digital Transformation: A Case Study in a Higher Education Institution

Round 1

Reviewer 1 Report

The work is well structured, but it has certain weaknesses that the authors should focus on.

Formal requirements:

1. The title of the paper contains two sentences. Authors should consider replacing the "." with ":" or otherwise transforming the title.

2. The abstract is not written in accordance with the guidelines set forth in the instructions for authors. Corrections are needed.

3. The part of the work related to the authors is also not done in accordance with the guidelines for authors.

Essential requirements:

1. The title of the section "Digital transformation of Information and communication technologies and its effect on stakeholders" is not directly related to the title. It is recommended that this title be changed to "Literature review" or "Theoretical background". Also, this part is not sufficiently supported by the review of previous researches. A better review of the literature is needed.

2. In the discussion, it is necessary to make a connection between previous research and literature review, on the one hand, and the obtained results, on the other hand.

3. Limitations of the study are mentioned in the concluding section, but this section needs to be improved. Limitations should be directly related to the study itself and the context in which the research was conducted.

4. There is a lack of clear and practical guidelines for future research. The authors should pay more attention to this part of the text.

5. The list of references is relevant, but there is considerable room for the inclusion of additional sources that can contribute to increasing the quality of the theoretical part of the work.

Author Response

REVIEW 1

 

 

1. The title of the paper contains two sentences. Authors should consider replacing the "." with ":" or otherwise transforming the title.

Corrected/realised:

Managing Digital Transformation: A Case Study in a Higher Education Institution

 

2. The abstract is not written according to the guidelines set out in the instructions for authors.

Corrected/realised:

Abstract:Objective -The new paradigms derived from technological innovations lead to the digital transformation of organisations. Higher education institutions cannot ignore these changes, which affect them like any other organisation, but especially because of their activity, training professionals who need to learn to manage and lead organisations in this new information society. This article aims to identify the main factors that can drive and facilitate the digital transformation of Higher Education Institutions from the point of view of internal stakeholders. In terms of methodology and due to the complexity of this phenomenon, the case method was considered the most appropriate to carry out the study. As the results show, it is necessary to implement appropriate technological innovations, to establish adequate channels to communicate the process, to transform the current traditional culture to a digital culture. Data-driven decision making and the development of a participative leadership style will allow the organisation to adapt to changes over time. It will also enable the retention of digital talent which is critical to the success of the organisation's transformation. This will ensure the development and survival of the institution.

 

The authors' part of the work is also not carried out in accordance with the guidelines for authors.

 Corrected/realised:

Citation

Díaz-García, V., Montero-Navarro, A., Rodríguez-Sánchez, J.-L., and Gallego-Losada, R. Gestión de la Transformación Digital. A Case Study in a Higher Education Institution (These authors contributed equally to this work).

Díaz-García, V., The author's contributions have been mainly to: Conceptualization, Investigation and  Writing – Original Draft Preparation from article.

Montero-Navarro, A., The author's contributions have been mainly to: Conceptualization, Formal Analysis Methodology and Supervisión from article.

Rodríguez-Sánchez, J.-L., The author's contributions have been mainly to: Conceptualization, Methodology, Validation and Supervisión from article.

 Gallego-Losada, R. The author's contributions have been mainly to:  Conceptualization, Methodology and Validation from article.

Essential requirements:

1. The title of the section "Digital transformation of information and communication technologies and its effect on stakeholders" is not directly related to the title. It is recommended to change this title to "Literature review" or "Theoretical background". Furthermore, this part is not sufficiently supported by the review of previous research. A better literature review is needed.

Corrected/realised:

Literature review

 

2. In the discussion, it is necessary to make a connection between the previous research and literature review, on the one hand, and the results obtained, on the other.

 

Corrected/realised:

5. Discussion and conclusions

       Technological innovations are driving the development of new digital tools in the field of ICT, which is changing the way we relate to our environment. Both in our daily private and professional activities, these innovations offer us new functionalities with the aim of improving our user experience. Organisations have discovered that these digital innovations provide solutions that offer the possibility of developing new value propositions for customers, facilitating the increase of their market share. In addition, the incorporation of tools favours the automation of processes with the reduction of human resources that until now were dedicated to repetitive tasks. Automation also reduces the errors that we humans tend to make and standardises processes in the search for greater efficiency. Another advantage of the incorporation of digital tools is the availability of better communication channels, both internal and external, which provide us with a greater amount of data. This data, once properly processed, provides valuable information for decision-making by the management team. With the information provided by data, management teams can make decisions with less margin for error and adapt faster and better to changes in the environment. Therefore, we will have more flexible organisations, which adapt more quickly to changes in the environment, which are more efficient in their processes and which are constantly listening both internally and externally.

3. Due to the above, it is becoming increasingly important to study how organisations can and should carry out these digital transformation processes. The education sector is one of the most important sectors to consider in this new environment, as these new technologies are changing the way of learning and teaching. In addition, the experience of students during the educational process is enriched, facilitating collaborative work, including online, and also the possibility of being connected anywhere, at any time and through any device. The latter is necessary as it is the way in which we manage our daily lives, both in our private and professional activities.
4. The above changes imply important modifications, both in the teaching and learning processes and in the relationship processes between institutions and students. The implementation of TD processes has an impact on the modification of the culture of HEIs and the way they relate to their environment. Stakeholders, both internal and external, are particularly relevant here. Their attitudes can help or hinder this transformation. Therefore, we must identify them, classify them and collect evidence of those factors that, according to each group, can help in the process.
5. The appearance of SARS-Cov-2, which generated COVID-19, was a distorting factor in this environment, as the confinement paralysed most economic activities, but mainly teaching activities. All the developments that had been undergoing testing and validation up to that point suddenly had to be used due to the situation that had been created. In other words, the urgent was prioritised over the important. In many cases, the developments did not go through the necessary evaluation and improvement processes, which meant that many decisions were not entirely appropriate. On the other hand, we must not fail to recognise, on the positive side, that the situation created by the pandemic accelerated and boosted decision-making in the digital transformation of organisations which, in another context, would have taken much longer. The initial state-of-the-art study confirmed that there was no previous research in this sector. Subsequently, the research process and its application to a case study was carried out in order to identify the main factors that can determine the HEI's DT process. It is corroborated that the transformations necessary to successfully undertake the process are far-reaching and will bring about a cultural change in the organisation. This change will mean a migration from a traditional culture, where the teacher was at the centre of the educational process, to a digital culture where the student is the protagonist of the process and around whom the whole process of change must revolve. In this study, Yin's (1994) model has been used due to its particular characteristics, as it analyses a contemporary event that has been developing for five years and is not yet finished. A privileged view is available because of the organisation's willingness to take part in the study based on the contributions of the majority of stakeholders. In addition, one of the authors, who is part of the organisation, has been able to directly observe the results obtained. Finally, we had access to both internal and external communication channels as a third way of achieving sufficient consistency in the results (Yin, 1994). In order to find out who were the main protagonists in processes such as the one under study, we followed the studies of Freeman (2010).
6. Knowing the main factors that can drive the process of institutional change in HEIs can be a major contribution to making this transformation happen in a smooth and profound way. Doing so from the perspective of internal stakeholders provides the keys to the success of the process. The purpose of this article is to unveil the factors that can drive this change and to offer HEI managers a guide to steer their organisations towards the WP of their institutions. Table 4 summarises the results obtained from the internal stakeholder research. As can be seen, in order to achieve the DT of an HEI, it is necessary to implement the right technological innovations, establish channels to communicate the process, move from a traditional to a new digital culture, make data-driven decisions and use a participative leadership style to develop and retain digital talent.
7. Table 4. Propositions, key factors and outcomes that facilitate the Digital Transformation of a HEI.

Proposals	Key factors	Results
1. Learning process	New methodologies (transformative learning) New technological tools for teaching and administrative management (CANVAS)	Teaching innovation Technological innovation
2. Internal Communication	New methodologies (Agile) New digital tools (Teams) Creation of intergenerational and interdepartmental groups	It facilitates the process of change. It increases people's participation. It reduces resistance to change.
3. Culture	Digital talent development and recruitment Continuous improvement processes	Shift from traditional to digital culture Developing competitive advantages
4. Data-driven decision making	Implementing digital tools to get the right data Data-driven decision making and business intelligence Cognitive intelligence and preparedness	Data-driven management (business and data-driven intelligence) Adaptation of the organisation to changes in the environment. Flexible organisation
5. Leadership and people management	New types of participatory leadership Comprehensive care for people. working comfortably environment	Retaining and attracting the best digital talent. Reputation enhancement

8. Notes: Table 4 summarises the results obtained from the research conducted among internal HEI stakeholders.
9. Different contributions can be derived from this work. For the scientific community, the article highlights the main factors that can drive the WP of an HEI. As a result, five propositions have been identified that reflect the main factors that can drive the WP of an HEI, such as the learning process, internal communication, culture, decision-making, and leadership and people management. Based on these we have determined eleven key factors in the transformation process according to internal stakeholders.
10. The study also offers a number of practical implications. When a HEI wants to carry out its Digital Transformation, it must take into account that this will involve developing innovation processes, both in teaching methodologies and in the use of technological tools. Training staff in the use of agile methodologies is a critical factor in this transformation. This process can be facilitated by establishing interdepartmental and intergenerational working groups. Having appropriate digital tools in place will enable data-driven decision making and the establishment of business intelligence systems. However, such a transformation may require a shift from a traditional to a digital culture, driven by participative leadership that cares for the working environment and people's well-being, which will be critical for development,
11. The limitations of the study are mentioned in the final section, but this section needs to be improved. Limitations should be directly related to the study itself and the context in which the research was conducted.

Corrected/realised:

Research limitations

There are some limitations to this research that could be overcome in future analyses. Firstly, the qualitative nature of this article only allows the researchers to present some propositions, which could be turned into hypotheses and tested through quantitative empirical evidence to complement the findings of this case study. Additionally, this research has only focused on internal stakeholders. Therefore, it could be complemented by considering the impressions of external stakeholders (students, alumni, employers and society itself), which are also critical when analysing the main requirements of an HEI's DE process.

As this study has shown, the organisational context, especially the environment, plays an important role in the DT process of a HEI. The regulations of the education system in different countries and regions are likely to affect the initial degree and pace of technology adoption, facilitating or blocking the process. Therefore, it might be interesting to broaden the vision emerging from this article by taking into account the perspectives of different HEIs considering many types of diversity: ownership, country, size, specialisation...

4. HEIs have a critical responsibility in modern societies. When it comes to the Sustainable Development Goals (SDGs), they can be considered directly involved in the achievement of #4, Quality Education, but they can indirectly impact on all of them, as they will educate and train a new generation of professionals who will have the leading role in building a better society. HEIs' WP can potentially multiply their impact, making them accessible from the remotest corner of the world, overcoming geographical and economic barriers.

In relation to the literature review carried out, this is limited to a specific period in time. In view of the data from recent years, a growing trend is confirmed in the number of works that are expected to be produced in the coming years and which should be updated.

Another limitation arises from the fact that the study is limited to a single Higher Education Institution,  and could be enriched by carrying out the same study on a larger sample of Higher Education Institutions to corroborate or, where appropriate, expand the results of the present study.

 

 

5. There is a lack of clear and practical guidelines for future research. The authors should pay more attention to this part of the text.

Corrected/realised:

Future lines of research

It is suggested to study in depth the impact of technologies that can be used in education, such as: extended realities, artificial intelligence (AI), blockchain, digital twins and the Metaverse. These technologies have interesting applications in the field of training, by facilitating immersive experiences through visors or glasses, in environments where digital spaces can be developed with tools that significantly enrich the training experience, recreating environments that facilitate immersive content. They also facilitate the connectivity of students and teachers in these immersive spaces, significantly increasing the level of attention and interaction of teachers and students. In addition, it is possible to design group work spaces for students in immersive formats, being able to connect a larger number of students who are anywhere. All that is needed is an internet connection and a pair of glasses, a PC or a smartphone. Therefore, although these are technologies that need to go through the corresponding process of maturation and research, they still offer new capabilities that should be the subject of future research. Authors such as (Chetty 1996) argue that case study methods are only appropriate for exploratory research. Another limitation highlighted by (Bonache 1999) is that of finding companies that may be appropriate for the research objectives and that may be interested in collaborating.

 

6. The list of references is relevant, but there is considerable room for the inclusion of additional sources that can contribute to the quality of the theoretical part of the paper.

Corrected/realised:

 

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Reviewer 2 Report

The paper is practical-oriented on the case study. The topic is actual today.

The proposals for improvements.

1.      Table 2 is advisable to present in graphical form for a better understanding of the methodology.

2.       Digital transformation requires a shift in mindset from traditional ways of doing business to more innovative, customer-centric approaches.

3.       The Benefits or Value of digital transformation include increased efficiency, cost savings, and improved customer satisfaction.

4.       Table 4 line 4 needs to add ‘Cognitive intelligence and readiness’ as the key factor.

5.       There are no conclusions or findings in the paper. It needs to be added to the end of the paper.

 

 

Quality of English acceptable, but needs to proofread. 

Author Response

Proposals for improvement.

1. It is recommended to present Table 2 in graphical form for a better understanding of the methodology. Corrected/realised:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Notes: The next steps of the case study are shown in Table 2, adapted from Rodríguez-Sánchez et al. (2020).

 

 

 

2. Digital transformation requires a shift in mindset from traditional ways of doing business to more innovative and customer-centric approaches.

Corrected/realised:

 

In the case of the institution under study, it developed a model that combines the competency-based assessment model and student-centred learning, not forgetting the digital aspect of the information society. This model is called transformative learning.

As the results show, it is necessary to implement technological innovations according to the needs, to establish adequate channels to communicate the process, to transform the current traditional culture to a digital culture.

Having the right information on time enables the organisation to adapt flexibly and quickly enough to changes in the environment, allowing for better decisions. It also offers the opportunity to strengthen the positioning of the HEI in the market.

3. The benefits or value of digital transformation include greater efficiency, cost savings and increased customer satisfaction.

Corrected/realised:

Organisations have discovered that these digital innovations provide solutions that offer the possibility of developing new value propositions for customers, facilitating an increase in their market share. In addition, the incorporation of the tools favours the automation of processes with the reduction of human resources that until now were dedicated to repetitive tasks.

4. Line 4 of Table 4 should add 'Cognitive intelligence and preparedness' as a key factor.

Corrected/realised:

 

4. Data-driven decision making

Implementing digital tools to get the right data Data-driven decision making and business intelligence Cognitive intelligence and preparedness

Data-driven management (business and data-driven intelligence) Adaptation of the organisation to changes in the environment. Flexible organisation

 

5. There are no conclusions or findings in the document. To be added at the end of the document.

Corrected/realised:

      Technological innovations are driving the development of new digital tools in the field of ICT, which is changing the way we relate to our environment. Both in our daily private and professional activities, these innovations offer us new functionalities with the aim of improving our user experience. Organisations have discovered that these digital innovations provide solutions that offer the possibility of developing new value propositions for customers, facilitating the increase of their market share. In addition, the incorporation of tools favours the automation of processes with the reduction of human resources that until now were dedicated to repetitive tasks. Automation also reduces the errors that we humans tend to make and standardises processes in the search for greater efficiency. Another advantage of the incorporation of digital tools is the availability of better communication channels, both internal and external, which provide us with a greater amount of data. This data, once properly processed, provides valuable information for decision-making by the management team. With the information provided by data, management teams can make decisions with less margin for error and adapt faster and better to changes in the environment. Therefore, we will have more flexible organisations, which adapt more quickly to changes in the environment, which are more efficient in their processes and which are constantly listening both internally and externally.

Due to the above, it is becoming increasingly important to study how organisations can and should carry out these digital transformation processes. The education sector is one of the most important sectors to consider in this new environment, as these new technologies are changing the way of learning and teaching. In addition, the experience of students during the educational process is enriched, facilitating collaborative work, including online, and also the possibility of being connected anywhere, at any time and through any device. The latter is necessary as it is the way in which we manage our daily lives, both in our private and professional activities.

The above changes imply important modifications, both in the teaching and learning processes and in the relationship processes between institutions and students. The implementation of TD processes has an impact on the modification of the culture of HEIs and the way they relate to their environment. Stakeholders, both internal and external, are particularly relevant here. Their attitudes can help or hinder this transformation. Therefore, we must identify them, classify them and collect evidence of those factors that, according to each group, can help in the process.

The appearance of SARS-Cov-2, which generated COVID-19, was a distorting factor in this environment, as the confinement paralysed most economic activities, but mainly teaching activities. All the developments that had been undergoing testing and validation up to that point suddenly had to be used due to the situation that had been created. In other words, the urgent was prioritised over the important. In many cases, the developments did not go through the necessary evaluation and improvement processes, which meant that many decisions were not entirely appropriate. On the other hand, we must not fail to recognise, on the positive side, that the situation created by the pandemic accelerated and boosted decision-making in the digital transformation of organisations which, in another context, would have taken much longer. The initial state-of-the-art study confirmed that there was no previous research in this sector. Subsequently, the research process and its application to a case study was carried out in order to identify the main factors that can determine the HEI's DT process. It is corroborated that the transformations necessary to successfully undertake the process are far-reaching and will bring about a cultural change in the organisation. This change will mean a migration from a traditional culture, where the teacher was at the centre of the educational process, to a digital culture where the student is the protagonist of the process and around whom the whole process of change must revolve. In this study, Yin's (1994) model has been used due to its particular characteristics, as it analyses a contemporary event that has been developing for five years and is not yet finished. A privileged view is available because of the organisation's willingness to take part in the study based on the contributions of the majority of stakeholders. In addition, one of the authors, who is part of the organisation, has been able to directly observe the results obtained. Finally, we had access to both internal and external communication channels as a third way of achieving sufficient consistency in the results (Yin, 1994). In order to find out who were the main protagonists in processes such as the one under study, we followed the studies of Freeman (2010).

 Knowing the main factors that can drive the process of institutional change in HEIs can be a major contribution to making this transformation happen in a smooth and profound way. Doing so from the perspective of internal stakeholders provides the keys to the success of the process. The purpose of this article is to unveil the factors that can drive this change and to offer HEI managers a guide to steer their organisations towards the WP of their institutions. Table 4 summarises the results obtained from the internal stakeholder research. As can be seen, in order to achieve the DT of an HEI, it is necessary to implement the right technological innovations, establish channels to communicate the process, move from a traditional to a new digital culture, make data-driven decisions and use a participative leadership style to develop and retain digital talent.

Table 4. Propositions, key factors and outcomes that facilitate the Digital Transformation of a HEI.

Proposals	Key factors	Results
1. Learning process	New methodologies (transformative learning) New technological tools for teaching and administrative management (CANVAS)	Teaching innovation Technological innovation
2. Internal Communication	New methodologies (Agile) New digital tools (Teams) Creation of intergenerational and interdepartmental groups	It facilitates the process of change. It increases people's participation. It reduces resistance to change.
3. Culture	Digital talent development and recruitment Continuous improvement processes	Shift from traditional to digital culture Developing competitive advantages
4. Data-driven decision making	Implementing digital tools to get the right data Data-driven decision making and business intelligence Cognitive intelligence and preparedness	Data-driven management (business and data-driven intelligence) Adaptation of the organisation to changes in the environment. Flexible organisation
5. Leadership and people management	New types of participatory leadership Comprehensive care for people. working comfortably environment	Retaining and attracting the best digital talent. Reputation enhancement

Notes: Table 4 summarises the results obtained from the research conducted among internal HEI stakeholders.

Different contributions can be derived from this work. For the scientific community, the article highlights the main factors that can drive the WP of an HEI. As a result, five propositions have been identified that reflect the main factors that can drive the WP of an HEI, such as the learning process, internal communication, culture, decision-making and leadership and people management. Based on these we have determined eleven key factors in the transformation process according to internal stakeholders.

The study also offers a number of practical implications. When a HEI wants to undertake DT, it should bear in mind that it will involve developing innovation processes, both in teaching methodologies and in the use of technological tools. Training staff in the use of agile methodologies is a critical factor in this transformation. This process can be facilitated by establishing interdepartmental and intergenerational working groups. Having appropriate digital tools in place will enable data-driven decision making and the establishment of business intelligence systems. However, such a transformation may require a shift from a traditional to a digital culture, driven by participative leadership that cares for the working environment and people's well-being, which will be critical for development,

Reviewer 3 Report

Manuscript ID: electronics-2393824-peer-review-v1

The manuscript deals with an interesting topic albeit in its current form it fails to communicate its contribution to available knowledge in the field and to the subject under study. A more deeply elaborated and informative context of analysis (both theoretical and methodological) is needed in order for the presentation of arguments and the study’s findings to become clearer. Below please see my concerns about the manuscript and some suggestions for improvements.

Two major issues should be addressed. The first one relates to the theoretical context of the study. As is the intro part presents rather strong arguments (e.g. resistance to change, education – business orientation division) suggesting more or less that we deal with a country where HEIs are not subject to effectiveness rules (and competitiveness is not an issue). The theoretical discussion presented in part 2 does not present a convincing arguments for that proposition. A more deeply elaborated theoretical context is needed in order to provide the reader with a clear understanding of how and why resistance to DT is the case in the HEIs (at least for the country under study) and thus an education – business division exists. Moreover, more up-to-date literature is needed in order to present an in-depth discussion of the contemporary challenges that HEIs face. An in depth discussion of the EU education mandates as affecting the national education system is also needed. Clearly the country’s institutions may adapt to goals, processes, methods etc., as introduced at the supranational level.

Following such an in depth discussion the reader would expect the propositions to be presented in the theoretical section as the study’s research goals. This would give an informative presentation of the proposed argument, its theoretical significance and the potential contribution of empirical findings produced.

The second major concern relates to the presentation of the case study considered here. Following the above comments the authors should present the appropriateness of the selected case study as indicative and relevant for policy interventions at the country level. In addition, the whole presentation of arguments in this part of the study is also confusing. I would suggest that table with the basic info of interviewees is presented (e.g. gender, age, position in the institution, years of experience, educational qualifications etc.) coded either by the respondents initials or a number. Then the answers – statements of these respondents could be presented under well-organized sections that would discuss findings with regard to each of the propositions made at the study’s theoretical context. Each such answer should be followed by the respondents’ code name so that the reader gets a clear idea of who suggests what with respect to the issue under study.  

All parts of the study need to be re-organised and rewritten in order to accommodate the above-mentioned suggestions. Please also check the text for syntax errors.

 Please also check the text for minor syntax errors.

Author Response

The manuscript deals with an interesting topic, although in its current form it fails to communicate its contribution to the available knowledge in the field and to the topic under study. A more deeply elaborated and informative context of analysis (both theoretical and methodological) is needed to make the presentation of the arguments and findings of the study clearer. Below are my concerns about the manuscript and some suggestions for improvement.

Two important issues need to be addressed. The first relates to the theoretical context of the study. As it stands, the introductory part presents rather strong arguments (e.g. resistance to change, education - entrepreneurial orientation division) which more or less suggest that we are dealing with a country where HEIs are not subject to rules of effectiveness (and competitiveness is not an issue). The theoretical discussion presented in part 2 does not present convincing arguments for that proposition. A more elaborate theoretical context is needed to provide the reader with a clear understanding of how and why resistance to TD is the case in HEIs (at least for the country under study) and, therefore, an entrepreneurship education divide exists. In addition, more up-to-date literature is needed to present an in-depth discussion of the contemporary challenges facing HEIs. There is also a need for an in-depth discussion of the EU educational mandates affecting the national education system. Clearly, the country's institutions can adapt to the objectives, processes, methods, etc., as they are introduced at the supranational level.

After such an in-depth discussion, the reader would expect the propositions to be presented in the theoretical section as the research objectives of the study. This would give an informative presentation of the proposed argument, its theoretical significance and the potential contribution of the empirical findings produced.

Corrected/realised:

      The process of technological innovation is facilitating the availability of digital tools that help automate processes and provide new information systems to assist in decision-making. These new tools are having an impact on business models and make it possible to incorporate business intelligence systems. With these systems, accompanied by new, more agile organisational methodologies, it is possible to achieve organisations that are more flexible to changes in the environment (Benavides, et al. 2020).

Companies often define technological innovation strategies based on the development and use of ICTs, focusing on infrastructure management (Matt, et al. 2015). This has a very limited impact in terms of creating new scenarios and new value propositions.

In an increasingly dynamic environment, innovation is becoming more and more critical in order to build new propositions that differentiate organisations from others (Tirabeni and Soderquist 2019). Organisations are therefore driven not only to innovate, but also to change the way they innovate. This change has been brought about by the rise of new internet-based technological tools, which have made it possible to tap into a greater number of distributed knowledge sources more quickly, cheaply and efficiently (Chesbrough and Bogers 2014). Moreover, they have considerably increased the capabilities of organisations to develop new competitive advantages.

In this way, we will be able to establish the most appropriate strategies to integrate, coordinate, prioritise and implement the necessary transformations. In addition to the incorporation of these technologies, a cultural change is required on the part of organisations, using new ways of thinking and working . This new scenario requires redefining business models and the value chain (Jackson 2019).

Business DT can be defined as the modification of business processes, procedures, capabilities and policies necessary to take advantage of the changes and opportunities presented by new digital technologies, as well as the impact they have on their environment, always thinking about both the current moment and future trends (Sandhu, 2018). It thus refers to an organisation's ability to adapt, respond and position itself for success in the face of rapidly evolving technology (Guinan et al., 2019).

For a proper transformation, it is very important to establish a strategy that serves as a central concept to integrate, coordinate, prioritise and implement the necessary changes to achieve the appropriate technological innovations for process automation. This leads to the concept of digital business strategy, defined as "the organisational strategy formulated and executed by leveraging digital resources to create differential value" (Bharadwaj, et al. 2013).

The new technological tools will provide a greater amount of data, both internal and external, when it comes to managing organisations in a more appropriate and agile way at all times. It is a complex and difficult process, but necessary if we want to ensure a differentiated position in the market with guarantees of success. With this mentality, it is more important to achieve maximum speed of change and innovation than to focus on minimising risk and failure (Schmidt, et al. 2014). 

The organisation must address the strong impact that these changes can have on its human resources. The World Economic Forum (WEF, 2016) shows that new technologies will replace manual and repetitive tasks performed by people. This is leading to rapid changes in the skill sets and competencies of workers, who will need to be trained to perform functions that add value to these tasks. Among these new skills, those of a social nature (persuasion, emotional intelligence and communication skills) will be more in demand than strictly technical ones (programming, operations or team control). Involved, committed and collaborative professionals will be essential in an innovation-oriented organisational culture. Therefore, one of the biggest challenges for organisations is the need to provide themselves with this type of talent by training and retaining their employees, as well as recruiting new ones (Kane, et al. 2019).

We are thus faced with a disruptive change that will affect all organisations and their professionals (Schwab, 2017), which may generate resistance for emotional, cognitive and behavioural reasons. To reduce them, it is necessary to define an appropriate strategy to address them, with leaders being responsible for clearly communicating the need for change and encouraging professionals to participate in the project. By reducing resistance, the organisation's performance throughout the process will increase (Perides et al., 2020).

Organisations are thus facing massive changes in work and leadership design (Schwarzmüller, et al., 2018). New job profiles are needed that are adapted to the new positions and which in turn demand a new type of relationship-oriented leadership: more teamwork, more networked structures and a greater need for training.

The skills, knowledge and competences of an individual or social group when interacting with digital technologies are described as employee digital literacy (Kozanoglu and Abedin, 2020). This form of literacy, together with the interactions between them, increases the possibilities of automating processes and freeing up resources that can be used to create new value propositions for the organisation.

The adoption of new methodologies, processes and technologies tends to be uneven depending on the age of the employees. As a rule, with some exceptions, this process tends to be more reluctant for those who have been in the organisation for longer, as it pushes them out of their comfort zone. On the other hand, people who have been in the organisation for less time, although they may find it easier to incorporate these methodologies, processes and technologies, still need to internalise the culture and values that experience brings (Cueva Gaibor, 2020). To facilitate intergenerational cohabitation, the concept of reverse mentoring (Chaudhuri and Ghosh 2012), understood as the pairing of a younger, junior employee, who acts as a mentor to share his or her technological skills, with an older employee with extensive experience in the company, becomes important.

The availability of information is another factor that tends to slow down digital transformation processes, as it is seen by certain members of the organisation as something valuable that needs to be preserved. This makes different departments reluctant to share it, and leads to the creation of "silos" or watertight structures that do not share this information, believing that they will lose power if they do so. This hinders a global vision of processes, which is necessary to incorporate new digital tools that can automate processes and, above all, collect data. To avoid this problem and encourage the exchange of information, the creation of interdepartmental working groups is proving to be a very useful tool (Guinan, et al., 2019).

In today's knowledge society, education plays a decisive role both in the transfer of scientific and technological knowledge and in the development of analytical and professional skills. The digital economy affects the higher education sector by linking the economy based on digital developments and applications with the university teaching and learning process. HEIs are increasingly aware of the need to adapt to the changing environment generated by the development of new technologies (Abad-Segura et al., 2020).

One of the obstacles to the application of technology in HEIs is that insufficient consideration is given to the importance of incorporating new processes and tools that facilitate the administrative and commercial management of HEIs. Systems such as Learning Management Systems and, in this case, Canvas, are tools that facilitate academic management by reducing costs and increasing benefits for both teachers and students (Endozo, et al., 2019). It should be taken into account that DT also has an impact on the economic growth of higher education institutions, streamlining their operations and reducing costs and energy, and therefore also increases the profitability of university campuses (Köhler, 2006). In general terms, digitalisation is perceived as the set of methodologies, processes and tools that increase the competitiveness of HEIs, as it provides new economic models of growth aligned with the Fourth Industrial Revolution. Thus, the DT of HEIs offers the possibility to build new competitive strategies that can be implemented through policies and plans in education systems. In addition, it will allow linking these plans with the needs of companies, in order to align the knowledge and skills of students with those needed by companies   .

In addition, it is a priority for institutions to understand that the Digital Transformation can also be an advantage for learning methods and research activity (Abad-Segura et al., 2020). The introduction of digital technologies therefore influences the teaching and learning process for both teachers and students. These developments have enabled the introduction of new methodologies and innovation tools, which facilitate a student-centred approach to the learning process (Goldie, 2016).

In terms of developing new learning models, most are trying to move from traditional lecture-based training, where learning is teacher-centred, to a competence-based assessment system, where new digital tools enable new types of student-centred learning (Lea et al., 2003). This methodology leads to greater success in the learning process and greater job satisfaction for teachers.(Wright, 2011).

The implementation of this new educational approach is perceived by teachers as more complex. It requires a change in the attitude and role of the teacher. Moreover, these changes demand a significant amount of time and a deeper commitment from teachers, which generates some resistance to change. This cultural change means that new professional profiles have to be managed, requiring new styles of leadership. Retaining talent involves developing a concern for the health of employees and caring for the work environment.(Gerik, 2017). The types of HEI stakeholders are shown in Table 1.

The second major concern relates to the presentation of the case study considered here. Following the above comments, the authors should present the appropriateness of the selected case study as indicative and relevant for policy interventions at the country level. Furthermore, the whole presentation of arguments in this part of the study is also confusing. I would suggest presenting a table with basic information about the respondents (e.g. gender, age, position in the institution, years of experience, educational qualifications, etc.) coded by respondents' initials or by a number. Then, the responses - statements of these respondents could be presented in well-organised sections that would discuss the findings with respect to each of the propositions made in the theoretical context of the study.

All parts of the study need to be reorganised and rewritten to accommodate the above suggestions. Also check the text for syntax errors.

Corrected/realised:

3. Methodology

The aim of this article is to propose a model that encompasses the most relevant factors that, according to their internal actors, can facilitate the process of QoL in HEIs, overcoming possible resistances.

Today, HEIs, like many organisations, find themselves immersed in processes of QoL. In order to study the changes they are facing, and due to the idiosyncrasy of HEIs, this study follows a qualitative methodology, which can provide complete and reliable information for this research, with the aim of understanding and interpreting these highly complex phenomena. Among the most appropriate techniques for data collection in the study of subjective aspects of human behaviour we can consider participant observation, structured and semi-structured interviews and content analysis.(Eisenhardt, 1989).

The case study was considered the most appropriate methodology to achieve the proposed research objective (Yin, 2000). The study analyses the key factors which, according to the main internal stakeholders (management, teaching and research staff, and administrative and service staff), facilitate the process of DE in a HEI. The study was carried out by contrasting the information collected from three sources of information (triangulation principle): 1) semi-structured interviews with members of the different groups, 2) information collected through direct observation, and 3) analysis of the institution's internal and external communications through its website, social networks, audiovisual content platforms, radio, institutional communications, annual reports and other media.

For the purpose of the analysis, a specific HEI has been selected. There are several reasons for choosing this institution. Firstly, it is a current case of DT of a HEI from a traditional culture (the institution is more than 55 years old) to a digital one. This transformation has accelerated more rapidly in the last two years due to a change in its management team. In addition, since the academic year 2021/22, a major change in teaching methodology is being implemented, moving from traditional teacher-centred methodologies to the massification of new ones that put students at the centre. The institution has called this new approach Transformative Learning (Bustos Díaz et al., 2021).

Finally, the pandemic caused by the SARS-Cov-2 virus generating COVID-19, has also required urgent decisions and profound changes, as it was necessary to move from face-to-face training to distance training abruptly, accelerating the DT process, which would otherwise have taken several years to complete. years. These three reasons increase the interest in studying how this transformation is taking place and how it is impacting on the organisation's key internal stakeholders.

In order to achieve the objective of the study, which is to identify and contrast the main factors that facilitate the process of TD, it was considered, according to (Yin,200), that the best method was to conduct in-depth interviews with a representative sample of all internal stakeholders of the HEI. Therefore, 41 interviews were conducted with the president, the management team, the teaching and research staff, and the administrative and service staff. Twelve interviews were conducted among the management team, including the following positions: honorary president, president, secretary general, general manager, general manager, director general, director of innovation, two business unit managers, director of customer experience and director of DT. Thirteen members of the administration and services staff were also interviewed, including the head of the commercial department and several employees from the marketing, commercial, administration, academic planning and career opportunities departments. 16 professors and researchers also participated in the study. The diversity of the informants' backgrounds, in terms of their positions in the organisational structure and in the departments, has led to different perspectives, enriching the analysis and implications of the research.

The interviews were conducted between 2019 and 2020, within the institution. The interviews lasted on average one hour. They were recorded and field notes were taken at the same time. Subsequently, the recordings were transcribed and the information collected was completed. The interviews started with semi-structured questions, where the interviewee was asked his or her opinion on the Digital Transformation process and some more specific questions depending on the participant's relationship to the process.

The number of interviews was not specified at the beginning of the research, following a strategy of theoretical saturation to determine it: interviews were conducted until it was perceived that informants reported similar and consistent information to support the validity and quality of the theoretical model (Rodríguez-Sánchez et al., 2020).

Finally, to complete the principle of triangulation of information and in order to achieve sufficient consistency in the data, access was gained to documents from the corporate intranet during the financial years 2019 to 2022, generated by the different departments such as: Corporate Communication, Presidency, General Secretary's Office, Human Resources, as well as: annual reports, book on the history of the institution (1965-2021). Evidence has also been collected from digital channels such as: blog, alumni magazine, website, social networks: YouTube, linkedin, Instagram, and commercial campaigns carried out by the marketing and sales departments (2019-2022).

The next steps of the case study are shown in Table 2.

Table 2. Stages of the case study.

Profile Literature review: Web of Science and Scopus

Case selection Higher education institution Headquarters in Spain

Unit of analysis: internal HEI stakeholders. Management Team: Honorary President President Secretary General Deputy Director of General Management Innovation Director Digital Transformation Director Dean of Undergraduate Area Dean of Graduate Studies Two Professors Doctors in charge of the careers Vice-Dean of Undergraduate Studies Professor Doctor Head of Department Teaching and Research Staff: PhD professors (10) Contract Teachers (6) Administration and Services Staff: Sales Manager Informants from the following departments: marketing, commercial, career opportunities, academic coordination, academic programming, digital transformation.

Collection of information: Semi-structured interviews (41) Direct observation: 2017-2021 Internal documents:2019-2021 Triangulation principles

Transcription of information: (1) Recordings of interviews, (2) Transcripts of interviews (3) internal documents, (4) field notes, (5) field notes and (6) direct observation.

Results and conclusions: Conclusions and professional implications

Notes: The next steps of the case study are shown in Table 2, adapted from Rodríguez-Sánchez et al. (2020).

 

Reviewer 4 Report

The manuscript "Change Management in Digital Transformation. A Case Study In A Higher Education Institution" is an interesting study, with a sound methodology and novel and interesting results. There are some minor issues, mostly related to some needed references and some typos.   Minor issues: Lines 91-94: This entire paragraph should not be in the introduction but rather somewhere in the conclusion   Line 111: Reference needed for the statement Line 158: Reference needed for triangulation principle Line 197: Reference needed for theoretical saturation Line 224: Reference needed for transformative learning Line 310: Reference needed for Design Thinking Line 311: Reference needed for Lean Start Up Line 312: Reference needed for Scrum (these will help readers understand and replicate the entire methodology)    Lines 227, 241, 245, table 4: the authors mention CANVAS as this was the prototype of a specific software but, to my best knowledge, there are many other learning management software. I can understand the mention within the transcript but not the rest. IMHO, the authors should not specify a specific brand unless they openly state there are interests involved. One reference to it in the transcript and the next to contextualize it as a learning system management (as in line 240) and then use the LSM acronym.   Typos: Line 116: '...new competitive strategies that cab...' should read 'new competitive strategies that can...' Line 171: the pandemic was not caused by COVID-19 but rather the virus SARS-CoV-2. COVID-19 is the disease. Please rephrase the sentence. Lines 232-235: italics between commas Lines 236-248: same as above

Author Response

The manuscript "Change management in digital transformation. A case study in a higher education institution" is an interesting study, with a sound methodology and novel and interesting results. There are some minor issues, mostly related to some necessary references and some typographical errors. Minor issues:

 Lines 91-94: This whole paragraph should not be in the introduction but somewhere in the conclusion.

Corrected/realised:

Line 111: Reference needed for affirmation

 Deleted

Line 158: Reference needed for the triangulation principle

(Yin, 2000).

Line 197: Reference needed for theoretical saturation

(Rodríguez-Sánchez et al., 2020).

Line 224: Reference needed for transformative learning

(Bustos et al. 2021).

Line 310: Reference needed for Design Thinking

(Latorre-Cosculluela, et al.; 2020).

Line 311: Reference needed for Lean Start Up

(Flores, et al.;2019).

Line 312: Reference needed for Scrum

(Becerra, et al.; 2022).

Lines 227, 241, 245, table 4: the authors mention CANVAS as this was the prototype of a specific software but, as far as I know, there are many other learning management software. I can understand the mention within the transcript but not the rest. In my humble opinion, authors should not specify a specific brand unless they openly state that there is interest involved. A reference to it in the transcript and the following to contextualise it as a learning management system (as in line 240) and then use the acronym LSM.

Corrected/realised:

Erratum:

Line 116: '...new competitive strategies that can...' should read 'new competitive strategies that can...'.

Corrected/realised:

 Line 171: The pandemic was not caused by COVID-19 but by the SARS-CoV- 2 virus. COVID-19 is the disease. Please rephrase the sentence.

 

 

Corrected/realised:

The emergence of SARS-Cov-2 generating COVID-19,

Lines 232-235: italics between commas

Corrected/realised:

Lines 236-248: same as above

Corrected/realised:

 

 

Reviewer 5 Report

 

The topic of the use of modern technologies is part of the issues related to the functioning of modern universities. Digital transformation is a common priority for universities, regardless of where they operate. Higher education is legally obliged by most government institutions to introduce changes in the field of digitization. In addition, it is also a requirement necessary in the process of maintaining their market competitiveness. ICT technologies have had a significant impact on the higher education sector for at least two decades, determining its gradual digital transformation. The institutional and subjective sphere has not yet undergone drastic changes, but the world of didactics, science, cooperation with the environment, and management of higher education institutions is undergoing a profound transformation, e.g. by the impact of the Internet, growing competition on the knowledge market and the requirements of stakeholders of higher education institutions. ICT technologies make it possible not only to improve the praxeologically understood efficiency of an organization, but also to change the way it functions in the field of science, didactics, and cooperation with the socio-economic environment. The Internet, social media, virtual and augmented reality, and mobile technologies are the only selected digital solutions that change the landscape and rules of the world of modern education and science, which have not been indicated in the study. After getting acquainted with the content of the study, I suggest the authors thoroughly organize and complete the content in the subsections. Here are some detailed comments on the article:

1. The subject of the article is inconsistent with the content presented in the study.

2. The abstract should specify and complete the purpose of the article, which the authors indicated in the introduction L87. In my opinion, the purpose of the article indicated in this way has not been achieved, because it concerns other issues that the authors did not raise in the further part of the article. In particular, the results and discussion section do not indicate any research conducted in this area.

3. In the introduction, there is no specific review of the literature in line with the goal: we do not know what digitization tools were analyzed. what is digitization according to the authors? what processes do the authors mean? e.t.c.

4. Introduction, after an in-depth review of the current literature, should be supplemented with research hypotheses and research questions. It is necessary to outline the theoretical background and recall the most important similar works on the analyzed subject.

5. It is difficult to agree with the statement "One of the obstacles to the application of technology in HEIs is that they often prioritize education and research and do not consider their activity as a business" (L110). the didactic process and conducting research, i.e. the basic functioning of the university, what is the point of their implementation? There is a conflict here that needs to be considered and justified.

6. From the content of the article and the conducted research, we also do not know which ICT tools have been used in teaching and research. Has the university made a digital transformation, and if so, in what areas?

7. The research methodology should be supplemented with e.g. o the date of conducting the interviews (L178), the type of university and place of activity, and the purpose of the interviews. In addition, it should be indicated how the so-called "empirical base" is necessary to conduct the study, including the procedure for collecting materials, description of the search criteria, and detailed description of the control group (groups of people, etc.).

8. The research methodology should include information on the types of internal documents, their exact number, persons responsible for the content provided in these documents, etc. (L201). In addition, you should consider how the problem was solved, and what data was analyzed.

9. Chapter 4 results should be prepared anew. In fact, after reading the table without any explanation, it is not known what the result of the analysis is. In this chapter, we indicate what results we have achieved. We divide the results according to the data sets (e.g. if we analyzed interviews, they should be discussed separately).

10. Subchapter 4.1 mentions Canvas L226 L240 L245 as a basic business model, it is not shown how it would function at the surveyed university. Furthermore, there is no reference to this model in the introduction/literature review.

11. The results did not specify the factors, processes, tools, and methodology of ICT use at the surveyed university following the stated objective.

12. The Discussion chapter is not a discussion of existing ICT research results in higher education. It is necessary to answer the basic question of how the authors' research relates to previous results. What are the similarities and differences in the results? Did the results confirm the hypothesis? which should be placed.

13. The Conclusion chapter should be supplemented with limitations of the conducted research, as well as implications for university managers. It should not only be said that "The study also offers a series of practical implications" (L457), but which ones?

I suggest submitting the article for linguistic proofreading in order to remove repeated words and typos.

Author Response

The issue of the use of modern technologies is part of the issues related to the functioning of modern universities. Digital transformation is a common priority for universities, wherever they operate. Higher education is legally obliged by most governmental institutions to introduce changes in the field of digitalisation. Moreover, it is also a necessary requirement in the process of maintaining their competitiveness in the market. ICT technologies have had a significant impact on the higher education sector for at least two decades, determining its gradual digital transformation. The institutional and subjective sphere has not yet undergone drastic changes, but the world of didactics, science, cooperation with the environment and management of higher education institutions is undergoing a profound transformation, e.g. due to the impact of the Internet, the increasing competition for knowledge market and the requirements of higher education institutions' stakeholders. ICT technologies allow not only to improve the praxeologically understood efficiency of an organisation, but also to change its functioning in the field of science, didactics and cooperation with the socio-economic environment.Internet, social networks, virtual and augmented reality and mobile technologies are the only selected digital solutions that change the landscape and rules of the world of modern education and science, which have not been indicated in the study. After becoming familiar with the content of the study, I suggest that the authors thoroughly organise and complete the content in the subsections. Here are some detailed comments on the article:

 

 

1. The subject of the article is inconsistent with the content presented in the study.

Corrected/realised:

 

Managing Digital Transformation: A Case Study in a Higher Education Institution

2. The abstract should specify and complete the purpose of the article, which the authors indicated in the introduction L87. In my opinion, the purpose of the article indicated in this way has not been achieved, because it deals with other issues that the authors did not raise in the back of the article. In particular, the results and discussion section does not indicate any research conducted in this area.

 

Corrected/realised:

Abstract:Objective -The new paradigms derived from technological innovations lead to the digital transformation of organisations. Higher education institutions cannot ignore these changes, which affect them like any other organisation, but especially because of their activity, training professionals who need to learn to manage and lead organisations in this new information society. This article aims to identify the main factors that can drive and facilitate the digital transformation of Higher Education Institutions from the point of view of internal stakeholders. In terms of methodology and due to the complexity of this phenomenon, the case method was considered the most appropriate for the study. As the results show, it is necessary to implement technological innovations according to the needs, to establish adequate channels to communicate the process, to transform the current traditional culture to a digital culture. Data-driven decision making, and the development of a participative leadership style will allow the organisation to adapt to changes over time. It will also enable the retention of digital talent which is critical to the success of the organisation's transformation. This will ensure the development and survival of the institution.

 

 

 

3. In the introduction, there is no specific literature review in line with the objective: we do not know which digitisation tools were analysed. What is digitisation according to the authors? Which processes are the authors referring to? etc.

Corrected/realised:

 

Information and communication technologies (ICT) are bringing about a radical change in different areas of our daily lives: personal relationships, working methods, leisure and the acquisition of new knowledge. Some authors call it the Fourth Industrial Revolution 4.0, in which ICTs are the real engine driving organisations towards new forms of leadership and management (Romero et al., 2020).

Organisations must digitally transform themselves to survive in this new context (Schwarzmüller et al., 2018). This is a necessary process for organisations that intend to lead change and maintain a competitive position in the sector in which they participate. In the case of Higher Education Institutions (HEIs), their activity in this transformation will influence the development of human capital and talent (Pucciarelli & Kaplan, 2016).

The biggest challenge facing organisations is to develop the capacity to increase creativity and innovation, based on engaged professionals working collaboratively within a new business culture (Kane, et al. 2019). Thus, digital transformation (DT) will involve changes in both individuals and organisations. Digitalisation is defined as the incorporation of digital technologies in all the activities and processes that an organisation develops and that allow the development of new business models, as well as transforming and altering existing models, improving the customer experience, facilitating innovation and value creation (Constantinides et al. 2018). To achieve this, having the right digital talent within HEIs is particularly relevant due to the idiosyncrasies of their activities, related to the training of future professionals, who need to have the right competences to understand this change and become generators of this transformation in their future organisations and institutions (Jackson, 2019).

This process also implies the transformation of organisations, which will generate some resistance from their professionals (Oreg, 2006). (Oreg, 2006). Given the wide-ranging impact of digitalisation, companies must face the changes with a systemic approach that involves the different stakeholders (Brunetti et al., 2020). It is the responsibility of leaders to control the factors that are considered essential in the process: establishing adequate internal communication channels and involving human resources (Elrod & Tippett, 2002).

Unlike other organisations, HEIs face a special challenge. On the one hand, they have to transform themselves, incorporating the advantages offered by new technologies that allow them to develop advantages over their competitors. On the other hand, they are responsible for training the professionals who will be the future managers of their own organisations in this new environment (Schwarzmüller et al., 2018).

The aim of this article is to analyse the factors that contribute to reducing resistance to change and facilitate the adoption of new tools, processes, and methodologies during the DE process in HEIs. Therefore, this study aims to provide effective practices that can help HEIs in this transformation process, filling a gap in the literature on this topic.

As this paper shows, the development of new learning processes, proper internal and external communication, the establishment of adequate data collection systems to facilitate decision-making and a participative leadership oriented towards the management of the new professional profiles are the main factors influencing the DT process in HEIs.

This article is structured in five sections. The first, introduction, contextualises the topic under study. Then, a theoretical framework related to TD and its application to HEIs is developed. The third section deals with the methodological procedures adopted in this research. Then, the fourth presents the results of the research and their discussion. Finally, some conclusions and future lines of research will be presented and proposed.

 

 

4. The introduction, after a thorough review of the current literature, should be complemented by research hypotheses and research questions. It is necessary to outline the theoretical background and to recall the most important similar works on the analysed topic.

Corrected/realised:

 

To achieve the objective of the study, which is to identify and contrast the main factors that facilitate the process of TD, it was considered, according to (Yin,200), that the best method was to conduct in-depth interviews with a representative sample of all internal stakeholders of the HEI. Therefore, 41 interviews were conducted with the president, the management team, the teaching and research staff, and the administrative and service staff. Twelve interviews were conducted among the management team, including the following positions: honorary president, president, secretary general, general manager, general manager, director general, director of innovation, two business unit managers, director of customer experience and director of DT. Thirteen members of the administration and services staff were also interviewed, including the head of the commercial department and several employees from the marketing, commercial, administration, academic planning and career opportunities departments. 16 professors and researchers also participated in the study. The diversity of the informants' backgrounds, in terms of their positions in the organisational structure and departments, has led to different perspectives, enriching the analysis and implications of the research.

The interviews were conducted between 2019 and 2020, within the institution. The interviews lasted on average one hour. They were recorded and field notes were taken at the same time. Subsequently, the recordings were transcribed, and the information collected was completed. The interviews started with semi-structured questions, where the interviewee was asked his or her opinion on the Digital Transformation process and some more specific questions depending on the participant's relationship to the process.

The number of interviews was not specified at the beginning of the research, following a strategy of theoretical saturation to determine it: interviews were conducted until it was perceived that informants reported similar and consistent information to support the validity and quality of the theoretical model (Rodríguez-Sánchez et al., 2020).

Finally, to complete the principle of triangulation of information and in order to achieve sufficient consistency in the data, access was gained to documents from the corporate intranet during the financial years 2019 to 2022, generated by the different departments such as: Corporate Communication, Presidency, General Secretary's Office, Human Resources, as well as: annual reports, book on the history of the institution (1965-2021). Evidence has also been collected from digital channels such as: blog, alumni magazine, website, social networks: YouTube, LinkedIn, Instagram, and commercial campaigns carried out by the marketing and sales departments (2019-2022).

The next steps of the case study are shown in Table 2.

 

 

Table 2. Stages of the case study.

 

 

 

 

 

 

 

1. It is difficult to agree with the statement "One of the obstacles to the application of technology in HEIs is that they often prioritise education and research and do not consider their activity as a business" (L110). the didactic process and the conduct of research, i.e. the basic functioning of the university, what is the sense of its implementation? Here is a conflict that needs to be considered and justified.

Corrected/realised:

Deleted

2. From the content of the article and the research conducted, we also do not know what ICT tools have been used in teaching and research. Has the university undergone a digital transformation and, if so, in which areas?

 

Corrected/realised:

 

The institution is moving from a traditional teacher-centred methodology based on lectures to a new one that puts the learner at the centre of attention, including flipped learning, where the learner explores materials provided asynchronously to acquire prior knowledge before attending the classroom (Educational Learning Initiative, 2012). This methodology requires teachers to handle technological tools (Sein-Echaluce et al., 2017).

In the case of the institution under study, it developed a model that combines the competency-based assessment model and student-centred learning, not forgetting the digital aspect of the information society. This model is called transformative learning. A professor (PhD) responsible for an academic area expressed: "It would be necessary to have more technical support both for the generation of new content and for the use of new tools (LMS). It would facilitate the process of developing and implementing the new flipped classroom methodology, not forgetting the subjects that are taught in asynchronous format". Thus, having a specific department to support the teaching staff would facilitate the process of implementation and development of the new methodology.

Regarding the use of new tools for the management and evaluation of teachers in his department, he remarked: "The integration of all the systems used for the monitoring and management of teachers on the same platform would make it easier to obtain data in real time to be able to make decisions. It could also be used to evaluate the teachers of each subject by the students. Furthermore, an employee of the academic coordination department explains: "The implementation of new developments and IT tools to automate and integrate all data would facilitate the teaching coordination process when allocating human and material resources for classes.

This statement shows that in order to achieve DT it is also important to develop tools that are integrated with the rest of the systems: LSM (learning system management) such as Canvas (Fathema et al., 2020). A DT employee comments: "New systems and technologies must be aligned with the customer experience that our students have in their daily lives. Therefore, the reputation of our organisation depends on creating the best customer experience for our students during the learning process." Proposition 1. The use of new technological tools such as Canvas improves the implementation of new teaching methodologies, as well as the academic management and reputation of HEIs.

 

 

3. The research methodology should be supplemented with, for example, the date of the interviews (L178), the type of university and place of activity, and the purpose of the interviews. In addition, it should indicate how the so-called "evidence base" for the study is needed, including the procedure for collecting materials, description of the search criteria and detailed description of the control group (groups of persons, etc.).

Corrected/realised:

To achieve the objective of the study, which is to identify and contrast the main factors that facilitate the process of TD, it was considered, according to (Yin,200), that the best method was to conduct in-depth interviews with a representative sample of all internal stakeholders of the HEI. Therefore, 41 interviews were conducted with the president, the management team, the teaching and research staff, and the administrative and service staff. Twelve interviews were conducted among the management team including the following positions: honorary president, president, secretary general, general manager, general manager, director general, innovation director, two business unit directors, customer experience director and DT director. Thirteen members of the administration and services staff were also interviewed, including the head of the commercial department and several employees from the marketing, commercial, administration, academic planning, and career opportunities departments. 16 professors and researchers also participated in the study. The diversity of the informants' backgrounds, in terms of their positions in the organisational structure and departments, has led to different perspectives, enriching the analysis and implications of the research.

The interviews were conducted between 2019 and 2020, within the institution. The interviews lasted on average one hour. They were recorded and field notes were taken at the same time. Subsequently, the recordings were transcribed, and the information collected was completed. The interviews started with semi-structured questions, where the interviewee was asked his or her opinion on the Digital Transformation process and some more specific questions depending on the participant's relationship to the process.

The number of interviews was not specified at the beginning of the research, following a strategy of theoretical saturation to determine it: interviews were conducted until it was perceived that informants reported similar and consistent information to support the validity and quality of the theoretical model (Rodríguez-Sánchez et al., 2020).

Finally, to complete the principle of triangulation of information and to achieve sufficient consistency in the data, access was gained to documents from the corporate intranet during the financial years 2019 to 2022, generated by the different departments such as: Corporate Communication, Presidency, General Secretary's Office, Human Resources, as well as: annual reports, book on the history of the institution (1965-2021). Evidence has also been collected from digital channels such as: blog, alumni magazine, website, social networks: YouTube, linkedin, Instagram, and commercial campaigns carried out by the marketing and sales departments (2019-2022).

 

 

4. The research methodology should include information on the types of internal documents, their exact number, the persons responsible for the content provided in these documents, etc. (L201). In addition, it should consider how the problem was solved and what data was analysed.

 

Corrected/realised:

The case study was considered the most appropriate methodology to achieve the proposed research objective (Yin, 2000). The study analyses the key factors which, according to the main internal stakeholders (management, teaching and research staff, and administrative and service staff), facilitate the process of DE in a HEI. The study was carried out by contrasting the information collected from three sources of information (triangulation principle): 1) semi-structured interviews with members of the different groups, 2) information collected through direct observation, and 3) analysis of the institution's internal and external communications through its website, social networks, audio-visual content platforms, radio, institutional communications, annual reports, and other media.

Finally, to complete the principle of triangulation of information and to achieve sufficient consistency in the data, access was gained to documents from the corporate intranet during the financial years 2019 to 2022, generated by the different departments such as: Corporate Communication, Presidency, General Secretary's Office, Human Resources, as well as: annual reports, book on the history of the institution (1965-2021). Evidence has also been collected from digital channels such as: blog, alumni magazine, website, social networks: YouTube, linkedin, Instagram, and commercial campaigns carried out by the marketing and sales departments (2019-2022).

 

5. The results of Chapter 4 have to be prepared again. In fact, after reading the table without any explanation, one does not know what the result of the analysis is. In this chapter, we indicate what results we have achieved. We divide the results according to the data sets (e.g. if we analyse interviews, they should be discussed separately).

 

Corrected/realised:

 

4. Results

Based on the data collected from the research process, we can state that the top five propositions that facilitate the HEI DT process according to internal stakeholders are: teaching process, internal communication, culture change, data-driven management and leadership, which are listed in Table 3.

Table 3. Top five propositions within the HEI's DT process according to its internal stakeholders.

Internal stakeholders	1.      Teaching process	·                Technology ·                Methodology ·                Teacher management
	2.      Internal communication	·                Organisational management ·                Process automation
	3.      Culture change	·                Processes ·                Methodology ·                Technological tools
	4.      Data-driven management	·                Business intelligence
	5.      Address	·                Leadership ·                Working environment

4.1. Improving the teaching process

The institution is moving from a traditional teacher-centred methodology based on lectures to a new one that puts the learner at the centre of attention, including flipped learning, where the learner explores materials provided asynchronously to acquire prior knowledge before attending the classroom (Educational Learning Initiative, 2012). This methodology requires teachers to handle technological tools (Sein-Echaluce et al., 2017).

In the case of the institution under study, it developed a model that combines the competency-based assessment model and student-centred learning, not forgetting the digital aspect of the information society. This model is called transformative learning. A professor (PhD) responsible for an academic area expressed: "It would be necessary to have more technical support both for the generation of new content and for the use of new tools (LMS). It would facilitate the process of developing and implementing the new flipped classroom methodology, not forgetting the subjects that are taught in asynchronous format". Thus, having a specific department to support the teaching staff would facilitate the process of implementation and development of the new methodology.

Regarding the use of new tools for the management and evaluation of teachers in his department, he remarked: "The integration of all the systems used for the monitoring and management of teachers on the same platform would make it easier to obtain data in real time to be able to make decisions. It could also be used to evaluate the teachers of each subject by the students. Furthermore, an employee of the academic coordination department explains: "The implementation of new developments and IT tools to automate and integrate all data would facilitate the teaching coordination process when allocating human and material resources for classes.

This statement shows that to achieve DT it is also important to develop tools that are integrated with the rest of the systems: LSM (learning system management) such as Canvas (Fathema et al., 2020). A DT employee comments: "New systems and technologies must be aligned with the customer experience that our students have in their daily lives. Therefore, the reputation of our organisation depends on creating the best customer experience for our students during the learning process".

The use of new technological tools such as Canvas improves the implementation of new teaching methodologies, as well as the academic management and reputation of HEIs.

4.2. Internal communication

Among the critical values perceived by companies to achieve a leading competitive position in Industry 4.0, cooperation and functional communication are frequently mentioned (Blštáková et al., 2020). It is important for companies that their employees are aware of the purpose of their work and can benefit from such cooperation. Ensuring a high level of awareness requires that employees have access to information and establish smooth communication internally and externally.

Internal communication will also promote faster innovation processes, as new technologies improve communication channels and make decision-making lines more flexible, empowering employees in their professional experience and helping them to collect their initiatives (Riemke-Gurzki, 2017). In the case at hand, the software used in the internal communication process is TEAMS (Ilag et al., 2022).

 A person who works managing the professional insertion of students in the professional development unit, with more than 10 years of experience in the institution, stated: "It is important to establish adequate communication channels that manage to transmit in a fluid way, both horizontally and vertically, the changes that are taking place within the process of digital transformation of the organisation. This new scenario means changing the way we have been working in recent years.

The creation of fluid communication channels and training in new tools and processes would facilitate the possibility of getting all employees to commit to the need for these changes. It would also reduce employees' uncertainty about these transformations, facilitating the process and reducing resistance. Regarding the improvement of internal communication channels, one of the heads of the academic coordination department explains: "Improved communication between different departments, such as programming, academic management and teaching staff, would facilitate the coordination process".

Establishing fluid communication channels would also avoid delays in decision-making processes and facilitate academic coordination. Regarding internal communication, one contract teacher commented: "It is important to feel that the management listens to our grievances, drawing on our experience. A few years ago, we felt more important, possibly because the organisation was smaller and you could have a closer relationship between staff and management. Now, as the size of the organisation has increased, communication between teachers and management has become more and more difficult".

Generating adequate communication channels between teachers and management would increase the sense of belonging to the organisation and improve the working climate, as teachers, especially senior ones, would feel more trusted by the organisation: "Having profiles within the organisation that have an overview of the processes and a broad knowledge of how each process works is important to understand the workflows and to be able to adapt digital tools to these processes, with the double objective of automating processes and collecting data that is really relevant for management".

To achieve this goal, smooth communication between departments is essential, as it will facilitate the design of the systems and tools necessary for the automation of processes and the collection of the data needed for decision-making and management of the organisation.

 

Proposition 2. To develop adequate internal communication channels, it is essential to implement automation and data collection systems for decision making and organisational management.

4.3. Cultural change.

The institution's cultural change was initiated within its 2015-2020 strategic plan, based on five values: diversity, excellence, service to stakeholders, co-responsibility, and novelty, on which the process is built. These are the pillars underpinning the transformation from a traditional culture, based primarily on establishing relationships of trust and loyalty between the organisation and its stakeholders (Schlesinger et al., 2014), to a digital organisational culture, where change and innovation take place. permanently.

These principles aim to transform the organisation to embrace the difference, seeking excellence throughout the institution, with special care towards the satisfaction of all stakeholders, without forgetting the sense of ethics and social responsibility with an attitude of continuous improvement. Continuous training is necessary to ensure that employees are kept up to date and can be part of the organisation's transformation process. Regarding the personal and professional development of each member of the organisation, a member of the internships and careers department stated: "It is necessary to update our training as employees including this change of processes, methodologies and tools derived from the digital transformation".

This training should include agile methodologies such as Design Thinking (Latorre-Cosculluela, et al.; 2020), oriented towards the development of new services and products; Lean Start Up, to validate different proposals with users; and Scrum, a methodology for the creation and development of new projects. A member of the management team comments on the value of co-responsibility: "We must strive to meet the objective of training professionals and people whose success generates wealth for countries and society, for which the institution is developing new methodologies, Transformative Learning, to help achieve this".

The achievement of high standards of talent, skills and knowledge by HEI-trained students assures the institution a good reputation if they manage to occupy relevant positions in companies. A member of the management team commented: "We must implement continuous improvement processes, to be constantly evolving and, based on the data we collect both internally and externally, to be able to align and steer the organisation according to the changing needs of today's business and society at large. It is important to consider the people and values of the institution in the DT process, which is important as it drives the change process and avoids resistance to change. The management team of the institution has perceived the need for a cultural transformation,

Proposition 3. To achieve the digital and cultural transformation of HEIs, people must be trained in methodologies, processes and tools.

4.4. Data-driven management

In highly digitised organisations, it is critical to understand and manage digital innovations to ensure their successful implementation (Arango-Serna et al., 2020). Therefore, the use of tools that enable rapid and predictive analytics is a cornerstone of business sustainability. The use of platforms that enable online digital interactions with the possibility of using big data for management purposes can be considered fundamental (Blštáková et al., 2020). In the case of the HEI analysed, this is a major change, as we are dealing with an organisation that is more than 55 years old, based on a traditional management model focused on satisfying the needs of its customers.

Digitalisation is necessary to implement a data-driven management model. It is necessary to develop systems that provide real-time information to facilitate control, management, and decision-making processes. This is known as data-driven management. The management team is aware of the important moment they and the organisation are facing. A member of the management team commented: "We are adapting to the new management model that digital innovations are generating. Data-driven management provides an important tool to implement predictive systems to help management make decisions in real time.

Having the right information on time makes it easier for the organisation to adapt flexibly and quickly enough to changes in the environment, enabling better decisions. It also offers the opportunity to strengthen the positioning of the HEI in the market. A member of the administration department stated that "having data to be able to manage the day-to-day can be necessary. The feeling is that it is a phased process, we already have the technological systems, but we need more time to be able to make the most of the opportunities generated by the system.

The implementation of this process requires time to deploy the right systems in order to obtain the information required for decision making. The head of the DT department stated that "any process of implementing new data technologies is complex and takes time, as HEIs are complex organisations that sometimes use different systems to solve each need".

Due to the multiple communication and marketing channels that HEIs must deploy in their student recruitment process, such as websites, landing pages, social media, etc., it is essential to build systems that allow the correct management of all applications. The accuracy of management has a direct impact on student recruitment results. The use of systems that integrate information from most departments (academic management, administrative-financial management, marketing, and sales) makes all data available, allowing the organisation to implement business intelligence systems. Based on prospect data, it is possible to assess which channels and formats provide the highest return on investment to focus on. Technological tools generate valuable information in terms of candidate profiles, consumption habits, and preferences that allow HEIs to adapt their recruitment strategies. One sales manager stressed that "having the right systems in place to handle the high number of applications received is a critical point that has a decisive influence on the commercial objectives of recruiting new students".

These systems can also help to achieve a more accurate picture of the institution's efficiency in providing internships and job placements for students, as well as generate adequate statistics to support other activities. Members of the student internship management department stressed that "in the management of internships and job offers from companies, the availability of appropriate digital tools such as 'virtual portals' streamlines the processing of information between firms, institutions, and students, resulting in a boost to the employability of our students and, therefore, to the reputation of our institution.

Proposition 4. Having the right data from different departments, using data-driven management, helps create business intelligence systems that facilitate decision-making.

4.5. New management models

Digitally transforming an organisation goes far beyond digitising it. It is the result of organisational change, where people, processes and the business model consider technology as a tool to generate value among its stakeholders (Arango-Serna et al., 2018). This transformation requires investing in the development of appropriate new digital skills and competencies. A member of the management team, responsible for innovation processes, commented that "organisations must evolve from the adoption of digital technologies, through the connection of all departments, to shorten the development and manufacturing times of products and services. This process involves moving from digital communication to management, and from there to digital management.

These new models involve the use of new methodologies, the automation of processes and the implementation of the right tools to achieve the shift to a digital organisation. The organisation must look for the right talent and an assessment of competencies and skills to get the right people in the right places at the right time. If there is no internal talent that can be trained, organisations must source it from outside, hiring external services or personnel (Cardenas-Navia & Fitzgerald, 2019).

Currently, HEIs are promoting teaching innovation, which requires material and human resources to develop good practices and involve all actors. A non-tenured professor in marketing explained that "it is important to have a department of academic innovation which encourages the teaching staff to use appropriate methodologies and promotes such innovation through the creation of working groups and events, enabling the exchange of good practices among the faculty, which can facilitate the systematic development of such practices".

The DT of organisations generates a high demand for digital talent, which can be generated within the organisation or recruited externally. In both cases, it is important to be able to retain it. Beyond their salaries, the new generation of digital talent is particularly concerned about the quality of their work environment, in terms of work-life balance, equality and sustainability. A member of the careers department shared his view on this: "The organisation's orientation towards caring for people, having a good working climate and new ways of leading that facilitate equality, which is usually required by the new generations, favours talent retention and facilitates the transformation of the organisation". In terms of technological tools for academic and administrative management, it is necessary to evaluate the implementation of new tools currently available on the market. "New technological tools would allow us to take advantage of the synergies generated, sharing information on all the needs of the different academic areas. The new tools bring the optimisation of material and personal resources". Smooth internal communication, process analysis and implementation of appropriate tools are required to achieve process automation and resource optimisation.

Proposition 5. New digital tools facilitate the implementation of new leadership and management models, moving from digital communication to management, and from there to digital management.

 

6. Subchapter 4.1 mentions Canvas L226 L240 L245 as a basic business model, it is not shown how it would work in the surveyed university. Furthermore, there is no reference to this model in the introduction/review of the literature.

 

Corrected/realised:

Systems such as Learning Management Systems and, in this case, Canvas, are tools that facilitate academic management by reducing costs and increasing benefits for both teachers and students (Endozo, et al., 2019).

This statement shows that to achieve DT it is also important to develop tools that are integrated with the rest of the systems: LSM (learning system management) such as Canvas (Fathema et al., 2020).

The use of new technological tools such as Canvas improves the implementation of new teaching methodologies, as well as the academic management and reputation of HEIs.

 

7. The results did not specify the factors, processes, tools and methodology of ICT use in the surveyed university following the stated objective.

 

Corrected/realised:

 

 

       Technological innovations are driving the development of new digital tools in the field of ICT, which is changing the way we relate to our environment. Both in our daily private and professional activities, these innovations offer us new functionalities with the aim of improving our user experience. Organisations have discovered that these digital innovations provide solutions that offer the possibility of developing new value propositions for customers, facilitating the increase of their market share. In addition, the incorporation of tools favours the automation of processes with the reduction of human resources that until now were dedicated to repetitive tasks. Automation also reduces the errors that we humans tend to make and standardises processes in the search for greater efficiency. Another advantage of the incorporation of digital tools is the availability of better communication channels, both internal and external, which provide us with a greater amount of data. This data, once properly processed, provides valuable information for decision-making by the management team. With the information provided by data, management teams can make decisions with less margin for error and adapt faster and better to changes in the environment. Therefore, we will have more flexible organisations, which adapt more quickly to changes in the environment, which are more efficient in their processes, and which are constantly listening both internally and externally.

Due to the above, it is becoming increasingly important to study how organisations can and should carry out these digital transformation processes. The education sector is one of the most important sectors to consider in this new environment, as these new technologies are changing the way of learning and teaching. In addition, the experience of students during the educational process is enriched, facilitating collaborative work, including online, and the possibility of being connected anywhere, at any time and through any device. The latter is necessary as it is the way in which we manage our daily lives, both in our private and professional activities.

The above changes imply important modifications, both in the teaching and learning processes and in the relationship processes between institutions and students. The implementation of TD processes has an impact on the modification of the culture of HEIs and the way they relate to their environment. Stakeholders, both internal and external, are particularly relevant here. Their attitudes can help or hinder this transformation. Therefore, we must identify them, classify them, and collect evidence of those factors that, according to each group, can help in the process.

The appearance of SARS-Cov-2, which generated COVID-19, was a distorting factor in this environment, as the confinement paralysed most economic activities, but mainly teaching activities. All the developments that had been undergoing testing and validation up to that point suddenly had to be used due to the situation that had been created. In other words, the urgent was prioritised over the important. In many cases, the developments did not go through the necessary evaluation and improvement processes, which meant that many decisions were not entirely appropriate. On the other hand, we must not fail to recognise, on the positive side, that the situation created by the pandemic accelerated and boosted decision-making in the digital transformation of organisations which, in another context, would have taken much longer. The initial state-of-the-art study confirmed that there was no previous research in this sector. Subsequently, the research process and its application to a case study was carried out to identify the main factors that can determine the HEI's DT process. It is corroborated that the transformations necessary to successfully undertake the process are far-reaching and will bring about a cultural change in the organisation. This change will mean a migration from a traditional culture, where the teacher was at the centre of the educational process, to a digital culture where the student is the protagonist of the process and around whom the whole process of change must revolve. In this study, Yin's (1994) model has been used due to its characteristics, as it analyses a contemporary event that has been developing for five years and is not yet finished. A privileged view is available because of the organisation's willingness to take part in the study based on the contributions of most stakeholders. In addition, one of the authors, who is part of the organisation, has been able to directly observe the results obtained. Finally, we had access to both internal and external communication channels as a third way of achieving sufficient consistency in the results (Yin, 1994). To find out who were the main protagonists in processes such as the one under study, we followed the studies of Freeman (2010).

 Knowing the main factors that can drive the process of institutional change in HEIs can be a major contribution to making this transformation happen in a smooth and profound way. Doing so from the perspective of internal stakeholders provides the keys to the success of the process. The purpose of this article is to unveil the factors that can drive this change and to offer HEI managers a guide to steer their organisations towards the WP of their institutions. Table 4 summarises the results obtained from the internal stakeholder research. As can be seen, to achieve the DT of an HEI, it is necessary to implement the right technological innovations, establish channels to communicate the process, move from a traditional to a new digital culture, make data-driven decisions and use a participative leadership style to develop and retain digital talent.

 

 

8. The Discussion chapter is not a discussion of existing research results on ICT in higher education. It is necessary to answer the basic question of how the authors' research relates to the above results: What are the similarities and differences in the results, and did the results confirm the hypothesis to be placed.

 

Corrected/realised:

Table 4. Propositions, key factors and outcomes that facilitate the Digital Transformation of a HEI.

Proposals	Key factors	Results
1. Learning process	New methodologies (Transformative learning) New technological tools for teaching and administrative management (LMS)	Teaching innovation Technological innovation
2. Internal Communication	New methodologies (Agile) New digital tools (Teams) Creation of intergenerational and interdepartmental groups	It facilitates the process of change. It increases people's participation. It reduces resistance to change.
3. Culture	Digital talent development and recruitment Continuous improvement processes	Shift from traditional to digital culture Developing competitive advantages
4. Data-driven decision making	Implementing digital tools to get the right data Data-driven decision making and business intelligence Cognitive intelligence and preparedness	Data-driven management (business and data-driven intelligence) Adaptation of the organisation to changes in the environment. Flexible organisation
5. Leadership and people management	New types of participatory leadership Comprehensive care for people. working comfortably environment	Retaining and attracting the best digital talent. Reputation enhancement

Notes: Table 4 summarises the results obtained from the research conducted among internal HEI stakeholders.

Different contributions can be derived from this work. For the scientific community, the article highlights the main factors that can drive the WP of an HEI. As a result, five propositions have been identified that reflect the main factors that can drive the WP of an HEI, such as the learning process, internal communication, culture, decision-making and leadership and people management. Based on these we have determined eleven key factors in the transformation process according to internal stakeholders.

The study also offers a number of practical implications. When a HEI wants to carry out DT, it should bear in mind that it will involve developing innovation processes, both in teaching methodologies and in the use of technological tools. Training staff in the use of agile methodologies is a critical factor in this transformation. This process can be facilitated by establishing interdepartmental and intergenerational working groups. Having appropriate digital tools in place will enable data-driven decision making and the establishment of business intelligence systems. However, such a transformation may require a shift from a traditional to a digital culture, driven by participative leadership that cares for the working environment and people's well-being, which will be critical for development,

 

 

 

9. The Conclusions chapter should be complemented by the limitations of the research conducted, as well as the implications for university managers. It should not only be said that "The study also offers a number of practical implications" (L457), but which ones?

 

Corrected/realised:

Research limitations

There are some limitations to this research that could be overcome in future analyses. Firstly, the qualitative nature of this article only allows the researchers to present some propositions, which could be turned into hypotheses and tested through quantitative empirical evidence to complement the findings of this case study. Additionally, this research has only focused on internal stakeholders. Therefore, it could be complemented by considering the impressions of external stakeholders (students, alumni, employers and society itself), which are also critical when analysing the main requirements of an HEI's DE process.

As this study has shown, the organisational context, especially the environment, plays an important role in the DT process of a HEI. The regulations of the education system in different countries and regions are likely to affect the initial degree and pace of technology adoption, facilitating or blocking the process. Therefore, it might be interesting to broaden the vision emerging from this article by considering the perspectives of different HEIs considering many types of diversity: tenure, country, size, specialisation...

HEIs have a critical responsibility in modern societies. When it comes to the Sustainable Development Goals (SDGs), they can be considered directly involved in the achievement of #4, Quality Education, but they can indirectly impact on all of them, as they will educate and train a new generation of professionals who will have the leading role in building a better society. HEIs' WP can potentially multiply their impact, making them accessible from the remotest corner of the world, overcoming geographical and economic barriers.

In relation to the literature review carried out, this is limited to a specific period. In view of the data from recent years, a growing trend is confirmed in the number of works that are expected to be produced in the coming years and which should be updated.

Another limitation arises from the fact that the study is limited to a single Higher Education Institution and could be enriched by carrying out the same study on a larger sample of Higher Education Institutions to corroborate or, where appropriate, expand the results of the present study.

 

Round 2

Reviewer 1 Report

No comments.

Reviewer 2 Report

The paper has been improved according to my proposals.

I have not any new comments. 

Reviewer 3 Report

The manuscript has been improved as a result of accommodating the suggested clarifications and revisions. 

Reviewer 5 Report

Thank you for making changes to the article with most of my suggestions.