Ramadania Ramadania*
| Yanki Hartijasti | Bintoro Bagus Purmono | Didik Muhammad Nur Haris | Muhammad Zaki Afifi
© 2024 The authors. This article is published by IIETA and is licensed under the CC BY 4.0 license (http://creativecommons.org/licenses/by/4.0/).
OPEN ACCESS
This study aims to conduct a systematic literature review on digital transformation and organizational performance in higher education. By reviewing 183 publications obtained from the Scopus database, this study identified research trends and key focus areas in digital transformation and organizational performance in the higher education sector. Key findings include the increase of trend research on this topic, identification of the most influential journals, most active researchers, identification of core focus areas, geographical distribution of research in these studies. The results not only show an increased interest in digital transformation in higher education but also highlight the dominating research areas within the scope of this study. In conclusion, this study highlights the relevance of digital transformation in higher education by providing insights into the trends and areas that are the main focus of current research.
digital transformation, organizational performance, higher education, bibliometric analysis
Digital information technology has become integral to modern human life [1, 2]. In an increasingly sophisticated digital era, digital transformation (DT) has become an urgent need for various sectors, including higher education. Digital technologies affect the way we access and disseminate information, as well as how organizations operate and compete [3, 4]. In the scope of higher education, digital transformation can have a significant impact on organizational performance, ranging from operational efficiency to the quality of education. Various studies have proven that digital transformation plays an important role in organizational performance in higher education. Digital technology is not only used as a tool but also as part of an overall strategy to make the education process more efficient [5-7]. Linh et al. [7] found that digital transformation triggers an increase in students' digital capacity, on the other hand, organizations are able to adapt their processes, products, or services quickly to changes and capture existing challenges and opportunities. DT is also considered to provide convenience for educational actors in communication and interaction [2, 3, 8], management and administration [9], and adaptability and flexibility [5, 10].
Studies conducted [11] found that digital transformation increases accessibility, interaction, and communication between educational actors, both students and teachers. The use of communication technology caters to different needs and preferences allowing more personalized and effective communication [2, 3]. Digital transformation such as the use of online platforms also allows higher education institutions to be more flexible in providing educational services, providing learning materials that can be accessed anytime and anywhere [12].
The transformation to a more integrated and digital-based system is proven to increase effectiveness in various services or dimensions involved in higher education such as teaching, administration, finance, curriculum, human resources, and information. The application of digital technology facilitates a more engaging and interactive learning experience [13]. On the other hand, system-based administrative and financial services accelerate the flow of performance through automation and digital tracking [14]. Information services become more efficient by leveraging digital databases, data storage, retrieval and ease of information accessibility [15].
Curriculum development is also an important foundation in developing students' abilities and skills, helping to ensure the relevance of education to world demands. Digital-based curriculum development (data driven) and data analytics allow the formation of a more adaptive curriculum to adjust student learning performance and learning outcomes [16]. Digital transformation also plays an important role in human resource aspects, such as the utilization of digital tools for the recruitment process of education personnel, employees, staff, and lecturers [17]. Another positive implication of DT is the implementation of training using digital platforms to develop the skills of employees and lecturers, support performance management and help increase engagement between members and departments [18].
However, although much research has been conducted into the role of digital transformation on organizational performance in higher education, there is still a need to systematically review the existing literature. Based on previous literature, no research has narrowly discussed bibliometric analysis of digital transformation and organizational performance in higher education. This article aims to identify research from 2017 to 2023 through systematic literature review. The research will be the basis of information for researchers to understand how research trends are evolving and understand the key focus areas in the scope of digital transformation and organizational performance in higher education. This research will answer the research questions listed in Table 1.
Table 1. Research question
|
No. |
Research Question |
|
RQ1 |
What is the distribution of studies selected by year in the area of digital transformation on organizational performance in higher education? |
|
RQ2 |
Which journals are most influential in the area of digital transformation on organizational performance in higher education? |
|
RQ3 |
Who are the most active and influential researchers in the field of digital transformation and organizational performance in higher education? |
|
RQ4 |
What research focus (keywords) are most frequently chosen by researchers in the field of digital transformation on organizational performance in higher education? |
|
RQ5 |
What is the distribution of scientific publications by country and organization within the scope of this study? |
|
RQ6 |
What is the distribution of scientific publications by research area within the scope of this study? |
This article will be divided into 5 parts, namely an introduction to the research in section one, section two; review methodology, section three; bibliometric analysis / descriptive statistics, and section four; review and discussion.
In conducting research, the literature review is very important in building a strong knowledge base on the scope of the research to be carried out. This research uses the systematic literature review (SLR) methodology. Based on SLR research that has been done before [19], the SLR stages include 3 parts, namely planning, developing/conducting, and reporting results.
2.1 The planning stage
The planning stage begins with formulating research questions and determining the sources of information/literature that will become the research database. The formulation of research questions is adjusted to the research objectives and contains the right keywords to search for relevant literature. The type of literature/publication used in this research is an article in the electronic journal database from Scopus. The formulation of research questions can be seen in Table 1.
2.2 The development/conducting stage
At this stage, the steps taken include selecting digital libraries or digital databases, defining title keywords, defining search strings, retrieving the initial list of literature reviews, excluding primary studies based on full text, and creating a final list that includes primary studies/literature that meet the criteria and will be the basis for conducting further analysis. An overview of the process can be seen in Figure 1.
Figure 1. The flowchart of the development stage
The database used is Scopus to ensure that the publications available are high quality publications. The next step is to define the keyword of title, the main keywords used in the literature search include digital transformation, organizational performance, higher education and other relevant keywords such as university.
The next step is to define a search string that is used to narrow or expand the scope of the search including a combination of several title keywords and logical operators such as ("AND", "OR, "NOT"). Search string can be seen in Table 2
Table 2. Search string used in the literature search
|
Scopus |
|
(TITLE-ABS-KEY (digital AND transformation) AND TITLE-ABS-KEY (organizational AND performance) OR TITLE-ABS-KEY (higher AND education) OR TITLE-ABS-KEY (university)) AND PUBYEAR > 2013 AND PUBYEAR < 2024 AND PUBYEAR > 2016 AND PUBYEAR < 2024 AND ( LIMIT-TO ( OA, "all" ) ) AND ( LIMIT-TO ( LANGUAGE, "English" ) ) AND ( LIMIT-TO ( DOCTYPE, "ar" ) ) |
Retrieve initial list of primary studies is the next step, based on the initial search through a predetermined search string obtained as many as 736 publications from the Scopus database. Inclusion and exclusion criteria were used in selecting the primary studies that would serve as the basis for the research literature. These criteria are described in Table 3.
Table 3. Inclusion and exclusion criteria
|
Inclusion Criteria |
All Open Access Articles |
|
|
Research from 2017-2023 |
|
|
Research containing keyword digital transformation, organizational performance, and higher education/university |
|
Exclusion Criteria |
Research outside the scope of higher education |
|
|
Non-English research |
|
|
Publications other than articles (conference papers, reviews, books, etc.) |
From the 736 publications, 254 articles were filtered based on title and abstract as well as conformity with the research topic of digital transformation and organizational performance in higher education. The next step is to exclude primary studies based on full text, 180 articles were obtained which became the final list of articles to be analyzed bibliometrically.
2.3 The reporting result
The reporting results section includes the results of the descriptive statistics and bibliometric analysis that have been carried out will be explained in Sections 3 and 4. This result will directly answer the research question (RQ) in Table 1.
3.1 Distribution of selected studies
Figure 2. Distribution of selected studies over the years
In this subsection will answer RQ1, the data obtained in CSV form through the database is statistically analyzed using Microsoft Excel. Figure 2 shows the distribution of selected studies within the scope of the role of digital transformation on organizational performance in higher education. Understanding the distribution of selected studies provides insight into the development and trends of research in this area over time. Based on 183 articles in the research database, there is an increasing trend in the number of studies over the past 6 years, which indicates that there is an increase in researcher interest in this field from year to year.
3.2 Significant journal publication
RQ 2 will be answered in this sub-section of the study. Figure 3 shows eleven journals that have at least 3 articles related to the digital transformation of higher education. Based on the selected pool of research in this area, the most significant journal is Sustainability (Switzerland) with a total of 19 publications, followed by the Journal Education Science with 12 publications, Journal Education and Information Technologies with 9 publications, the International Journal of Emerging Technologies in Learning with 6 publications. Understanding which journals are significant is the basis for researchers to find credible sources that are relevant as references for further research.
Figure 3. Number of articles from each journal
Table 4. Scimago Journal Rank (SJR) of selected journal
|
No. |
Journal Publications |
SJR |
Q Category |
|
1 |
International Journal of Educational Technology in Higher Education |
2.05 |
Q1 in Education |
|
2 |
Education and Information Technologies |
1.249 |
Q1 in Education |
|
3 |
IEEE Access |
0.93 |
Q1 in Computer Science |
|
4 |
International Journal of Environmental Research and Public Health |
0.83 |
Q2 in Public Health, Environmental and Occupational Health |
|
5 |
Frontiers in Education |
0.66 |
Q2 in Education |
|
6 |
Electronics (Switzerland) |
0.63 |
Q2 in Computer Network and Communication |
|
7 |
Education Sciences |
0.61 |
Q2 in Education |
|
8 |
International Journal of Emerging Technologies in Learning |
0.54 |
Q2 in Education, E-learning |
|
9 |
Sustainability (Switzerland) |
0.37 |
Q3 in Control and System Engineering |
|
10 |
International Journal of Advanced Computer Science and Applications |
0.26 |
Q3 in Computer Science |
|
11 |
International Journal of Information and Education Technology |
0.24 |
Q3 in Education |
Table 4 provides an overview of journal rankings based on the Scimago Journal Rank (SJR) and Q categories (Q1-Q3) of the most significant journals of selected studies. The journals in this table are sorted based on their SJR value, which indicates their level of influence and academic quality. The higher the SJR value of a journal, the higher its ranking and impact in its field.
3.3 Keyword co-occurrence and average publication year
Co-occurrence analysis was conducted to identify keywords or authors in the collection of literature that has become the database of this research. The analysis was conducted using Vos Viewer to understand how certain topics/keywords can relate to one another or an overview of how certain authors collaborate in this research field. Understanding keywords or topics helps in understanding what the main focus or topic is related to in the scope of this research. The visualization of co-occurrence keyword is depicted in Figure 4 and Figure 5. The analysis results are divided into 5 clusters and are distinguished by color. Cluster 1 with red color consists of 10 items focusing on education, students, human, and leadership. Cluster 2 with green color consists of 9 items focusing on teaching and learning, education 4.0, and industry 4.0. Cluster 3 in blue consists of 8 items focusing on digital transformation in higher education/university. Cluster 4 in yellow consists of 6 items focusing on innovation, digital literacy, digital competence, and information and communication technology (ICT), and Cluster 5 in purple is related to the COVID-19 pandemic, e-learning, and metadata in higher education.
Based on the results of Co-occurrence analysis through VosViewer software, a total of 38 keywords/items were obtained if at least 5 or more keywords were used in the literature being analyzed. The keywords that come out most often in this study are digital transformation (Occ. = 93, TSL = 222), higher education (Occ. = 82, TSL = 229), covid-19 (Occ. = 28, TSL = 119), e-learning (Occ. = 21, TSL = 94), education (Occ. = 28, TSL = 119), e-learning (Occ. = 21, TSL = 94). = 21, TSL = 94), education (Occ. = 19, TSL = 71), students (Occ. = 15, TSL = 70), digital technologies (Occ. = 15, TSL = 58), teaching (Occ. = 14, TSL = 84), and learning (Occ. = 15, TSL = 58). By the average publication year (APY), the research keywords teaching and learning (2022.2), industry 4.0 (2022.17), higher education institute (2022), and pandemic (2022) are the keywords used in this latest research.
Figure 4. Network visualization of co-occurred keywords
Table 5. Summaries of co-occurrence keywords and average publication year
|
Cluster#1 (Red) |
Occ |
*TSL |
`APY |
Cluster#4 (Yellow) |
Occ |
*TSL |
`APY |
|
Article |
5 |
41 |
2021.8 |
Digital competence |
10 |
30 |
2021.5 |
|
Digital technology |
5 |
14 |
2021.2 |
Digital literacy |
7 |
20 |
2021.57 |
|
Education |
19 |
71 |
2020.84 |
Digital technologies |
15 |
58 |
2021.33 |
|
Human |
6 |
45 |
2021 |
ICT |
6 |
24 |
2021.33 |
|
Leadership |
5 |
28 |
2021.4 |
Innovation |
7 |
31 |
2021.86 |
|
Motivation |
5 |
16 |
2021.2 |
University sector |
8 |
47 |
2021.13 |
|
Online Learning |
7 |
15 |
2021.43 |
|
|
|
|
|
Pandemic |
6 |
36 |
2022 |
|
|
|
|
|
Student |
9 |
55 |
2021.44 |
|
|
|
|
|
Students |
15 |
70 |
2021.07 |
|
|
|
|
|
Cluster#2 (Green) |
Occ |
*TSL |
`APY |
Cluster#5 (Purple) |
Occ |
*TSL |
`APY |
|
Digitization |
11 |
60 |
2021.82 |
Covid-19 |
28 |
119 |
2021.43 |
|
Education 4.0 |
7 |
20 |
2021.71 |
Covid-19 pandemic |
7 |
29 |
2021.57 |
|
Industry 4.0 |
6 |
24 |
2022.17 |
E-learning |
21 |
94 |
2021.19 |
|
Learning |
13 |
83 |
2021.77 |
High education |
9 |
39 |
2021.56 |
|
Sustainability |
7 |
30 |
2021.43 |
Metadata |
5 |
18 |
2020 |
|
Sustainable development |
7 |
27 |
2020.86 |
|
|
|
|
|
Teaching |
14 |
84 |
2021.21 |
|
|
|
|
|
Teaching and learning |
5 |
20 |
2022.2 |
|
|
|
|
|
Technology |
8 |
25 |
2021.63 |
|
|
|
|
|
Cluster#3 (Blue) |
Occ |
*TSL |
`APY |
|
|
|
|
|
Digital economy |
5 |
5 |
2020.8 |
|
|
|
|
|
Digital education |
8 |
33 |
2021.75 |
|
|
|
|
|
Digital transformation |
93 |
222 |
2021.59 |
|
|
|
|
|
Digitalization |
12 |
17 |
2021.17 |
|
|
|
|
|
Educational technology |
6 |
13 |
2021.67 |
|
|
|
|
|
Higher Education |
82 |
229 |
2021.38 |
|
|
|
|
|
Higher education institute |
10 |
29 |
2022 |
|
|
|
|
|
University |
6 |
21 |
2021.5 |
|
|
|
|
*TSL = Total Strength Link `APY = average publication year ^2022.2 = year 2022 & 0.2 year (February 2022)
Figure 5. Density visualization of co-occurred keywords
3.4 Most active and influential researcher
Based on the selected set of key studies, a comprehensive analysis has been conducted to identify researchers who have made significant contributions to this area of research. Figure 6 shows the results of the co-authorship analysis using vos viewer while Figure 7 shows the results of the descriptive analysis of significant authors. Based on both analyses, the most active researchers were found to have produced at least 3 publications/articles related to this research either as main author or co-author. The results show that researchers Alenezi, M. (6 studies), and Akhmetshin, E.M. (4 studies) are the researchers with the most significant contributions within the scope of this research. Figure 5 shows researchers (Diaz-Noguera, M.D. and Hervas-Gomez), (C., Akhmetshin, E.M., Saifullin, M.R., and Vasilev, V.L.), (Alenezi, M., and Akour, M.) who have co-authored articles.
Figure 6. Co-authorship author
Figure 7. Influential researchers and number of studies
3.5 Publication by country and organization
This sub-section will answer RQ5, out of 183 publications used as primary studies. Identifying the distribution of scientific publications by country and organization gives an idea of the contribution of countries or institutions in the scope of this research. Based on the analysis, Russia (29) is the country with the highest number of publications, followed by Spain (23), Saudi Arabia (13), United Kingdom (13), and Portugal (10) as shown in Table 6. In terms of organization, Prince Sultan University (6) is the university with the highest number of studies, followed by Kazan Federal University (5).
Table 6. Publications by country and organization
|
Country |
Records |
Organization |
Records |
|
Russian Federation |
29 |
Prince Sultan University |
6 |
|
Spain |
23 |
Kazan Federal University |
5 |
|
Saudi Arabia |
13 |
Sechenov First Moscow State Medical University |
4 |
|
United Kingdom |
13 |
Universitetet I Oslo |
4 |
|
Portugal |
10 |
Financial University under the Government of the Russian Federation |
4 |
|
Australia |
8 |
Universidad de Sevilla |
4 |
|
United States |
8 |
Universidade do Porto |
3 |
|
Germany |
7 |
Tecnológico de Monterrey |
3 |
|
Norway |
7 |
Oulun Yliopisto |
3 |
|
Turkey |
7 |
Universidade de Aveiro |
3 |
|
China |
6 |
Plekhanov Russian University of Economics |
3 |
|
Italy |
5 |
International University of La Rioja |
3 |
|
Other Countries |
42 |
Other Organization |
138 |
3.6 Publication by research area
Understanding the research publications of the main set of studies on which the research will be based is a crucial step in conducting quality research. This allows researchers to understand the leaders in their field. Figure 7 shows the research areas of the selected study sets, Social Science is the most dominant area (33.6%), followed by Computer Science (19.8%), Engineering (8.4%), and Business, Management, and Accounting (7.2%).
Figure 8. Research area of selected studies
This "Review and Discussion" section aims to provide a synthesis of the main findings identified in this study. This research has collected and analyzed 183 scholarly articles that focus on the impact or role of digital transformation on organizational performance in higher education. The findings show that there has been an increase in the number of publications in the last 6 years from 2017 to 2023, indicating that this is an area of research that is receiving increasing attention from the scientific community. This is important because it shows that digital transformation in education is a relevant and crucial issue as time progresses.
The findings show that Computer Science is the most dominant research area with 19.8% of the total studies, followed by Engineering (8.4%) and Business, Management, and Accounting (7.2%). This fact shows that digital transformation is not limited to a single discipline. Rather, it has far-reaching implications and affects various aspects of higher education, including management and business or certain areas that are often overlooked in discussions about digitalization.
The analysis also provides information on publications by country and organization, significant journals, and some of the most active researchers contributing to the scope of this research as well as visualization of the relationship between research keywords analyzed using VosViewer software. The analysis results divide the research keywords into 5 clusters with different colors. The most frequently occurring keywords are "digital transformation", "higher education", "COVID-19", and "e-learning" which shows that these issues are the center of attention in the current literature. In future research, the results of this study can serve as a basis, reference, and information in conducting further research, especially in the same research scope.
The limitations of the study lie in the database used and the selection of publications within a certain time span limited to the last 5 years from 2017 - 2023. The use of more diverse and high quality data base sources such as WOS or Scopus combined along with a wider range of research time spans may provide a more comprehensive picture of the trends and research focus in this area. Future research could include more in-depth qualitative analysis to understand the contextual aspects of digital transformation in higher education and its impact on organizational performance or conduct empirical studies i.e. comparative studies between countries to understand the influence of digital transformation in higher education in different countries. Future research could also address journal influences such as journal impact factors, citation counts that can be measured quantitatively.
This study emphasizes the importance of digital transformation in higher education. This study provides an understanding of trends, focuses, researchers, and dominating research areas. These findings reflect the relevance of digital transformation issues while providing direction for researchers to further explore the existing scope. By providing a strong foundation, the research results can guide researchers to look for research gaps that can be filled from previous research as well as foundation for designing future research.
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