University of Economics and Business Faculty of Political Economy AND BUSINESS Intructor : TH.S NGUYEN TH] PHUONG ANH Author : DUONG VIET HOANG Studen : 20051054 Class : QH2020-E KINH TE CLC 1 Training System : CLC Hà Nội — Tháng 10 Năm 2023 University of Economics and Business Faculty of Political Economy GRADUATION THESIS DIGITAL TRANSFORMATION IN HIGHER EDUCATION: A CASE STUDY IN VNU - UNIVERSITY OF ECONOMICS AND BUSINESS Intructor : TH.S NGUYEN THI PHUONG ANH Author : DUONG VIET HOANG Studen : 20051054 Class : QH2020-E KINH TE CLC 1 Training System : CLC Hà Nội — Tháng 10 Năm 2023 DECLARATION OF INTEGRITY I, Duong Viet Hoang, hereby declare that the graduation thesis “Digital Transformation in Higher Education: A Case Study in VNU - University of Economics and Business” has been entirely conducted independently under the guidance of Dr. Nguyen Thi Phuong Anh. The data and information in the graduation thesis have clear sources and have been collected from authoritative sources. The results and information in the graduation thesis are entirely truthful and reflect my independent research work.
I take full responsibility for any issues related to the content of the thesis. ACKNOWLEDGEMENT In order to complete the research endeavor titled "Digitalization in Higher Education: A Case Study in VNU - University of Economics and Business" I extend our sincere gratitude to the leadership, collective body of officials, and experts of the Faculty of Political Economics, University of Economics and Business, National University of Hanoi, for their assistance and provision of favorable infrastructure and instructive information throughout the research process. Simultaneously, I wish to express our profound appreciation too. - the supervising lecturer, for her dedicated guidance.
Nguyén Thi Phuong Anh - the supervising lecturer, for her dedicated guidance. J also wish to sincerely thank their families, relatives, and friends who have consistently provided support, encouragement, and facilitation throughout the entirety of this research endeavor. Lastly, I extend my gratitude to the cooperation of the survey participants, whose objective data contribution greatly aided in the completion of this research topic. Acknowledging the limitations in my knowledge and theoretical capabilities, my research work may still harbor certain imperfections and constraints.
I humbly anticipate guidance and contributions from our esteemed mentors to refine and enhance the completeness of our research project. With gratitude! TABLE OF CONTENT Contents ACKNOWLEDGEMENT. 5-5555 cccccrecrrec TIST OEFTIGURES.60006600 0624 LIST OF ABBREVIATIONS .-------5-5555c<cec 1, Research rationale. ác như SSCOpe OF LH SEQŸ,.
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Exploratory factor analySis. AT Chapter 4: Discussion and Implications. The digitalization in University of Economics and Business. Discussion and Implication from the quantitative results.::s:cssrsssssssssesesssssrsssessscesoreosssssssosooessseessssessesovessssssssosesessses 62 Limitations and Future Research.sssscsessssesssssesesesssssssessasesesssssnssssasovesnssassensasoseveasssssssasaceseses 64 LIST OF TABLE Table 3.1: Survey sample statistics 51 Table 3.2: Name of the factors and symbols 52 Table 3.3: Cronbach’s Alpha reliability analysis 54 Table 3.4: KMO and Bartlett’s Test 54 Table 3.5: Rotated Factor Loadings 55 Table 3.6: KMO and Bartlett’s Test 56 Table 3.7: Rotated Factor Loadings 57 Table 3.8: Factor grouping tables 59 Table 3.9: KMO and Bartlett’s Test 59 Table 3.10: Rotated Factor Loadings 60 Table 3.12: Model Summary 61 Table 3.14: Regression coefficient 63 LIST OF FIGURES Figure |.
Digital transformation framework by Google. Digital transformation framework by Microsoft. Conceptual model and hypothesis. Research process LIST OF ABBREVIATIONS ABBREVIATIONS MEANING DT Digital transformation HEI Higher education institution VNU Vietnam National University UEB University of Economics and Business MOET Ministry of Education and Training EFA Exploratory factor analysis SEM Linear structural equation modeling CFA Confirmatory factor analysis KMO Kaiser-Meyer-Olkin DQA Digital Learning Experience Quality and Assurance DSC Digital Learning Experience Satisfaction and Confidence INTRODUCTION 1.
Research rationale In recent years, HEIs or universities have experienced many revolutionary changes toward digitalization (Hashim et al. This outcome can be attributed to various factors, including reduced government support for higher education, particularly in terms of financial resources, the heightened competition brought about by globalization, and the opportunities offered by digital technologies. (Littlejohn et al. 2017; Buchanan et al,.
Moreover, due to the impact of the COVID-19 pandemic has presented unprecedented challenges to education systems. Closing schools or universities and canceling all face-to-face activities have become a COVID-19 inevitable reality in most parts of the world and have forced higher education institutes to adopt remote teaching, learning and assessment approaches (Gamage, K. According to some scholars, digital transformation is mostly about the application of IT in business practice and operation (Heilig, L et al., 2017) and the normal logic is IT or computer technology can improve things, better technology usually brings better outcomes. Thus, digital transformation can bring better outcomes in education (Ra et al., 2021) sice it not only does it have a positive impact on the quality of education but also on the long-term welfare of a nation In this context, the author can consider digital transformation as an evolutionary process due to the adoption of digital technologies and capabilities resulting in the development of advanced, new business models, enhanced operational efficiency, and improved service delivery., 2018) However, these revolutionary steps still need to be re-evaluated due to the potential challenges they may pose, (Gamage, K.,2022) which, in many cases, can have unintended consequences for universities and their students.
8 Traditionally, the progressive steps universities take, such as digital transformation, require careful research, planning, testing, and ongoing reassessment throughout the implementation process. For success to be achieved, HEIs must integrate technology with strategy in all aspects, which often takes a considerable amount of time. Accelerating plans originally designed to unfold over several years in a short time frame can have adverse consequences, significantly affecting both teaching staff and students. This is one of the primary reasons why the author need to reassess our digital transformation processes.
Furthermore, (Hrustek et al.,2019) and many other scholars recognize Digital Transformation as an emerging trend in education, particularly after COVID-19. After researching, the author sees that studies evaluating the digital transformation process at HEIs, especially in developing countries with limited technology and resources in the context of post-COVID-19, are still scarce. The study focuses on the specific case of VNU - University of Economics and Business (UEB), a leading institution in Vietnam with financial resources or the capacity to adopt technology are significant compared with other HEIs in VietNam. By examining the experiences and outcomes of digitalization at UEB, by evaluating its impact on the student experience ,the author aim to shed light on the broader implications of digital transformation in higher education and its potential to enhance educational quality and accessibility.
Research objectives The primary objective of this research is to offer a comprehensive understanding of digital transformation within HEIs. It seeks to provide valuable insights into the strategies, challenges, and results of the digitization process within HEIs. By doing so, this research aims to contribute to the broader conversation on the significance of technology in academia. Additionally, it endeavors to promote a mindset of Digital Transformation, which can enhance student learning and stimulate innovation.Scope of the study - Timeline scope of survey: September 2023 - November 2023 - Sample scope: Student study at UEB - Subject scope: Study conducts research mainly on students studying at UEB 4.
Research method The research employs a combined approach of qualitative and quantitative methods. Qualitative methods involve analyzing previous articles to examine the challenges, current status, and future trends of digital transformation. This aids in identifying the influencing factors that drive as well as impact digital transformation. - Quantitative analysis involves processing data through Excel and then running it on statistical software such as STATA and SPSS.
The purpose of quantitative processing is to test the research hypotheses put forth and to examine the suitability of the research model. Contribution The primary objective of this research is to offer a comprehensive understanding of digital transformation within higher education institutions. It seeks to provide valuable insights into the strategies, challenges, and results of the digitization process within higher education institutions. By doing so, this research aims to contribute to the broader conversation on the significance of technology in academia.
Additionally, it endeavors to promote a mindset of digital transformation, which can enhance student learning and stimulate innovation. Structure of the thesis Apart from the introduction and conclusion, as well as limitations, the research is divided into four main chapters as follows. + Chapter 1: Literature review and Theoretical foundation 10 + Chapter 2: Research Method + Chapter 3: Research Result + Chapter 4: Discussion and Implications 11 Chapter 1: Literature review and Theoretical foundation 1. Literature research overview and research gap 1.1 Literature research overview on digital transformation in HEIs.
Recent studies have shown that the use of digital technology has been getting a lot of attention across various academic fields. However, there's a clear lack of academic investigations specifically in the context of higher education. In this unique context, the shift to digital methods has mostly been looked at in combination with particular technologies used to make operations more efficient and help higher education institutions stay competitive in a world that's constantly changing. For example, Alam (2021) looked at how sustainable online technology is as a solution for higher education institutions in developing countries, checking if they can keep going even when things get tough.
Also, Alam and Parvin (2021) tried to understand how teaching online affects students' grades and how prepared they are for jobs. These studies are important because they show how technology can make a big difference, especially during uncertain times like those caused by the pandemic. Also, Alam and Asimiran (2021) expanded on this by hinting at a plan for how to use technology strategically to help emergency teaching. But we still need more research to understand all the complicated ways different parts of organizations change because of technology.
Respected scholars have also been looking at how digital technologies affect the skills people need for their jobs. They've been checking how good educators are at using digital tools (Núñãez-Canal et al., 2022; de Obesso et al. On the other hand, some researchers have been focusing on how digital technology can make teaching better. For example, Grijalva et al.
(2022) suggested that using game-like methods could make teaching better quality. The research of Mohamed Hashim in 2022, examined the process and the trends in digital transformation strategy in higher education, during the period 12 2014 till 2021. The study explored a comprehensive approach that interlinked significant changes, continuous learning, entrepreneurial practices, digital skillsets, and the advantages derived from digitalization. It was evident that achieving digital transformation necessitates a broad spectrum of advancements, encompassing learning and skill development, technical and procedural alterations, and cultural shifts, especially when universities focus on vital components such as Artificial Intelligence, Cloud Computing, and Big Data.
This research emphasized the imperative for entire university ecosystems to prioritize the fundamental objectives of digitalization and how it can enrich the educational experience and overall value for students and stakeholders. Consequently, there exists a pressing necessity to formulate higher education models specifically geared towards examining the impact of these radical digital changes. The research of Mamdouh Alenezi in 2021 attempted to contextualize the digital transformation in the context of higher educational institutions. The study explored how top companies' maturity models could be used to measure the readiness of such institutions for digital evolution.
The paper also introduced frameworks and models from prominent firms like KPMG, Google, and Microsoft, proposing strategies for the digital transformation of higher education institutions. The findings revealed that digital transformation in higher education lags behind other industries and businesses due to various challenges.