Author ORCID Identifier
Torsten Eymann: 0000-0002-5307-3006
Anna Maria Oberländer: 0000-0002-1366-7141
Michael Rosemann: 0000-0003-3303-2896
Laura Watkowski: 0000-0003-3706-0923
Abstract
Universities face environmental changes in the era of Education 4.0. Digital natives as learners set high expectations for proactive and personalized services, advances in educational technology diversify content creation and consumption, and the risk of knowledge becoming quickly outdated increases. These changes fuel a shift away from traditional ways of thinking, that is, logics about teaching and learning, and motivate universities to engage in digital transformation (DT). We apply a logic perspective to examine how these logics and digital technologies co-transform higher education. Our findings are based on a comparative case study at two public universities in Germany and Australia. We identify five conceptual themes of DT, ranging from a platformization approach to the application of partnership models. These connect to three shifts in higher education logics: from mass production to mass personalization; from provider-centric to student-centric; from students as consumers to students as prosumers. Our work moves beyond a mere sector-specific analysis by focusing on the sociotechnical interplay between DT and logic shifts in teaching and learning. Our contributions have scholarly value as they sensitize for the co-transformation of logics and DT within higher education, alongside translational value to provide guidance and inspiration for DT decision-makers in universities.
Recommended Citation
Kreuzer, T., Eymann, T., Oberländer, A., Rosemann, M., & Watkowski, L. (In press). Digital Transformation and the New Logics of Higher Education. Communications of the Association for Information Systems, 58, pp-pp. Retrieved from https://aisel.aisnet.org/cais/vol58/iss1/112
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