Many universities are immersed, to a greater or lesser extent, in a process of digital transformation due to the heterogeneity of students, the growing internationalization or the need for distance learning. This process is not only reduced to the implementation of new technologies; a centre’s strategy, mission and vision are also fundamental aspects of achieving real change. In addition, it is necessary to rely on research and the quality of the educational model, among other pillars. These are the five strategic elements that must be developed, according to Josep A. Planell, to carry out this change.
Define the university model itself
Convert the center into an institution that organizes, interacts, acts and thinks from a digital logic. In this sense, actions are recommended, such as the development and implementation of a project for the migration to the cloud of the university’s data processing center, or the virtualization of exams.
Promote mechanisms that ensure the quality of the educational model
In collaboration with organizations such as the National Agency for Quality Assessment and Accreditation (ANECA) or the Agency for the Quality of the University System of Catalonia (AQU), for the regulation of distance higher education.
Guarantee an inclusive digital transformation of Universities
The objective is to reduce the digital gap through the development of the digital skills of the students and teachers of the center. The digital divide is also related to access to a tablet or computer or lack of connection; key factors to achieve a real digitization of the center.
Research and network
The development of applied research and innovation in online learning or eLearning is key to being able to face current and future educational challenges. Some of the resources resulting from this research are technological tools for plagiarism detection, facial recognition in synchronous tests, carrying out some video activities or the application of portfolio tools in continuous evaluation.
Achieving supranational alliances that include the participation of governments, universities, quality agencies, social agents and other stakeholders in higher education is essential for this knowledge to be transformed into systemic changes.