2023 Higher Education Digital Transformation Survey

This briefing summarizes results from HolonIQ’s annual Digital Transformation survey, conducted with the Global Higher Education Network.The survey references the Higher Education Digital Capability (HEDC) Framework (www.digitalcapability.org), which is informed by global academic research and input from higher education leaders internationally. The HEDC framework offers an overarching view for institutions to map and benchmark digital capabilities across the learner lifecycle, ultimately to support practical and sustainable approaches to digital services and online learning.This special analysis forms part of a longitudinal study into digital capability in Higher Education. Through the exploration of cross-sectional data, this report includes perspectives from a diverse mix of stakeholders globally and builds on the findings from the 2020 and 2021 Global Higher Education Digital Capability reports.

The survey references the Higher Education Digital Capability (HEDC) Framework (www.digitalcapability.org), which is informed by global academic research and input from higher education leaders internationally. The HEDC framework offers an overarching view for institutions to map and benchmark digital capabilities across the learner lifecycle, ultimately to support practical and sustainable approaches to digital services and online learning.This special analysis forms part of a longitudinal study into digital capability in Higher Education. Through the exploration of cross-sectional data, this report includes perspectives from a diverse mix of stakeholders globally and builds on the findings from the 2020 and 2021 Global Higher Education Digital Capability reports.

Higher Education Digital Capability Framework

The Higher Education Digital Capability (HEDC) Framework is a learner focused, practical and flexible approach to mapping and measuring digital capability in higher education institutions.

The Framework is built on four core dimensions with sixteen underlying domains. Each domain is comprised of multiple blocks that represent digital capabilities. The Framework acknowledges educational literature on digital capability and grounds these in current practice using ongoing consultation, research and analysis with higher education leaders around the world.

Digital adoption, transformation and maturity

Digital adoption and transformation remains the greatest challenge across regions and institutions globally. Since last year, we've seen a sharp increase in the proportion of higher education leaders citing digital transformation as one of their biggest issues (from 50% to 69%). Comments suggest broad and deep reflection on the long-term higher education transition to digital, from systems, policies and infrastructure to learning and teaching design and delivery.

Other top challenges for universities include funding/ budget cuts (48%), changing workforce needs (37%), and student access to education (34%). Like many other sectors, higher education institutions are seeing reduced stimulus measures and challenging economic conditions, along with increasing scrutiny on value for money, equity and relevance to industry and workforce needs. At the same time, institutions can be slow to evolve, and legacy cultures and approaches continue to challenge transformation initiatives.

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Digital capability: strategic priorities

There have been several shifts in digital strategic priority over the past 3 years as the impact of the pandemic has put pressure on different digital capabilities across the institution. Demand and Discovery remains a critical strategic lever, however this year we also observe a more evenly balanced focus across the other three Dimensions and the lifecycle as a whole, including Work & Lifelong Learning.

The importance of digital capabilities in Work and Lifelong Learning (WL) has increased each year, with 38% now viewing these as 'critical' compared to 30% in 2021 and 13% in 2020. Many universities are responding to global and local demand for work-related skills and work-ready graduates with new curriculum development and new products such as micro-credentials and short courses. In this context, digital capabilities in Learning Design and Learner Experience also remain high priority as part of an institution's offering.

Digital capability: strengths and gaps

As digital transformation efforts evolve from short-term fixes to longer-term strategies, survey responses suggest that institutions are increasingly aware of digital capability gaps in 'people' and 'process', not just the technology (technical infrastructure, tools and systems). In this context, 'people' gaps are noted where staff (leaders, administrators, academics) lack digital skills, capabilities and/or experience, whilst 'process' gaps describe institutional processes and procedures which are not optimized for digital. These can also be exacerbated by cultural and attitudinal challenges, as well as technical and functional gaps.