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Existing literature has reported a barrier list that could affect the implementation of digital transformation in higher education, yet the research question of how to identify barriers remained unanswered. Thus, this study intended to address this gap.

The research design adopted a mixed-methods approach based on the problem-centered design science research (DSR) process model for the development and evaluation of framework.

This study proposed a systematic framework of three sets of components: (1) the initial set of barriers; (2) the barrier rating scheme and (3) the barrier scoring matrix. The three-component of the framework is to identify and prioritize barriers to the successful implementation of digital transformation in higher education.

The evaluation of the framework was only based on an expert opinion.

This study provided a direction to the policymakers for designing sensible strategies to increase the chances of a successful digital transformation in higher education.

This study contributes to the knowledge body by offering a more systematic understanding of barriers to digital transformation in higher education.

This study aims to test a theoretical framework to identify and prioritize barriers in the implementation of digital transformation in higher education.

The framework was tested using the context of a particular nation: Indonesia. First, a survey questionnaire was conducted to identify the key barriers. Second, the contextual relationship between the key barriers was determined based on an expert’s input to find the importance level of barriers and the degree of difficulty to fix the barriers. Finally, a barrier priority matrix was developed to prioritize the barriers.

This study identified the key barriers in the implementation of digital transformation in higher education in Indonesia including eight contextual issues, one technical issue and two cultural issues with different levels of importance and difficulty. Based on the matrix constructed, this study also presented a list of the top 11 priorities of barriers.

The results were based on a particular region context.

This study lays the foundation for the theoretical framework that is practically useful to perform the identification and prioritization of barriers. Besides, the result discussed in this study gives some direction for policymakers in designing sensible strategies to overcome the barriers.

The main contribution of this study is an empirical study that systematically identifies and prioritizes barriers to digital transformation in higher education.

Digital transformation continues to rapidly progress in higher education globally, spanning all aspects of higher education operations, values and culture. Despite expanding literature, guidance remains focussed on emergency application during pandemic lockdowns and/or on single organisational case studies. Digital transformation frameworks that move beyond these foci are heavily criticised for being commercially contextualised (outside of higher education) and are often too narrowly conceptualised. The purpose of this paper is to review the most common framework currently used in the UK, which takes a strategic and organisational perspective on digital transformation.

This is a technical review article that summarises key guidance for organisational digital capability and then reflects on its application in the UK (a developed economy and higher education system) and in Vietnam (one of the fastest-growing economies with a developing higher education committed to digital transformation) as an initial attempt to explore its applicability beyond the UK context. Vietnam has been chosen as a reference context, given its significant current digital transformation policy reform at the national level and as a collaboration partner with the UK in its digital transformation.

The guidance highlights six core areas to consider for digital capability: information and communication technology (ICT) infrastructure, content and information, research and innovation, communication, learning, teaching and assessment and organisational digital culture. Although the framework is normative, findings suggest it is sufficiently open-ended to enable its users to determine practical steps to drive digital transformation. However, complementary tools are suggested to deal with the rapidly developing digital transformation policy context of Vietnam.

This is the first time a review has been conducted from the perspective of different countries, with a view to supporting leaders, managers and policymakers in the UK, Vietnam and other Association of South Eastern Nations (ASEAN) networks in their own digital transformation transitions.

This study explores the impact of new technologies, such as simulation and virtual reality, on the pedagogy and learning of engineering students. It aims to compare the effectiveness of these digital tools against traditional teaching methods in enhancing student learning experiences.

Utilizing a quantitative research approach, the study involved third-year engineering students from the “Production Management” course at the School of Engineering of Vitoria-Gasteiz. Data were collected through an ad hoc questionnaire and analyzed using SPSS software, focusing on student satisfaction, challenges in adopting new technologies and the evolving roles of students and teachers.

The research highlighted several key aspects. Firstly, it identified the need for adapting teaching methods to incorporate new technologies effectively. Secondly, the integration of simulation and virtual reality was found to facilitate a deeper understanding of real-world problems, as students could engage with these issues in a simulated, virtual environment. Finally, the study emphasized the importance of pedagogical approaches that leverage these technologies to increase student involvement and motivation. The results suggest a positive impact of digital tools on the learning process in engineering education.

The study’s scope was limited to one course within a single institution, suggesting the need for broader research across various disciplines and educational settings.

This research offers valuable insights into the integration of simulation and virtual reality in engineering education, underscoring their potential to enhance the learning experience and knowledge acquisition among students.

Describes key aspects of the methodology and outcomes of the JISC User Behaviour Monitoring and Evaluation Framework in its first three annual cycles (1999‐2002). The Framework was initiated to assure the JISC that their investment in digital content and network infrastructure facilitates use and learning, and to identify barriers and facilitators to the use of electronic information services (EIS). Key Framework outcomes are: a multi‐dimensional across sector methodology for the continued monitoring of user behaviour in respect of EIS and the factors that impact on that behaviour; a profile of user behaviour in respect of EIS over the three annual cycles of the Framework; the EIS Diagnostic Toolkit that can be used to benchmark development in the provision and use of EIS in specific disciplines or at specific institutions; a methodology for monitoring, and a profile of the EIS resources available to higher and further education users; and a summary of some of the key issues in their provision. The challenge for the future is the embedding of EIS in curricula and learning experiences.

Scholarship on workplace diversity, equity, and inclusion (DEI) is voluminous. Nevertheless, there is relatively little work that examines DEI from an organization development and change (ODC) or systems perspective. As a result, there is no unified framework ODC practitioners can use for DEI diagnosis and intervention. The purpose of this chapter is to review the ODC literature with respect to DEI and propose a diagnostic Context-Levels-Culture (CLC) framework for understanding and addressing diversity-related challenges in organizations. We also present a case example of how this framework can be used in DEI consulting, including implications for future research and practice.

The purpose of this article is to explore how the strategic change following a corporate takeover impacted the nature and extent of use of the firm's management control systems (MCS), in particular its performance measurement system (PMS).

This paper uses Michael Porter's theory of competitive advantage and Robert Simons' levers of control framework to illustrate and interpret changes in the PMS within an Australian multinational subsidiary following its takeover by an overseas corporation. To provide empirical evidence on this issue, face‐to‐face interviews and archival data are used.

The findings reveal that the takeover resulted in changes in the firm's competitive forces (threat of potential entrants, bargaining power of buyers, threat of substitute products or services, bargaining power of suppliers, and rivalry among existing firms), and therefore the firm altered its strategy to change the rules of competition in its favor. Corresponding to the strategic change, the PMS was affected, with specific implications on Simons' four levers of control: interactive, diagnostic, beliefs, and boundary systems.

The findings suggest that a corporate takeover is an important phase for any organization, as it involves a change in the competitive environment and strategy, and needs to be facilitated by a change in the MCS to create and sustain superior performance.

This case study demonstrates how interactive and beliefs systems work together with diagnostic and boundary systems in the context of change in an organization. Past research devoted to strategic change and MCS has not documented this phenomenon.

The purpose of this paper is to present an Industry 4.0 Readiness Assessment Framework (I4.0RAF) and demonstrate its applicability and practical relevance through a case study of a large manufacturing firm in an emerging economy.

The research firstly involved a synthesis of recent literature for the identification of important determinants, and their constituent criteria, for assessing the readiness of a manufacturing firm to transition to an Industry 4.0 setting and structuring them into a readiness assessment framework that can be used as a self-diagnostic tool. The framework was illustrated through a case study. The empirical findings of readiness assessment are validated using semi-structured interviews of senior management of the organization.

The proposed I4.0RAF was found to be a practically applicable self-diagnostic tool that can be used to assess a firm's readiness to transition to an Industry 4.0 setting with respect to eight important determinants. Cross-functional participation in the assessment helped the organization to determine priorities and interdependencies among the determinants.

The determinants and their constituent criteria can be further streamlined using inputs from practitioners, consultants and academics.

The findings demonstrate the interdependencies between the determinants, help to delineate interventions that can lead to synergistic outcomes and enabls planning to achieve higher levels of Industry 4.0 maturity.

A self-diagnostic tool as a basis for an informed discussion on transitioning to an Industry 4.0 setting is presented and illustrated through a case study in an emerging economy.

The purpose of this paper is to set out a methodological framework to investigate how the integration of an activity-based costing (ABC) logic into the pre-existent accounting system supports healthcare organizations in identifying the inefficiencies related to their diagnostic therapeutic pathways (DTP) and related reengineering interventions.

The BPM-ABC methodological framework has been applied to the case of a specific surgery pathway, at the Orthopaedic Division of a University Hospital in Italy.

The case-study described in the paper points out: first, how the Business Process Management (BPM)-ABC methodology is able to produce significant information about consumed resources and the costs of the activities, useful to highlight opportunities for DTPs improvement; second, the barriers related to a pre-existing accounting system based on cost centres that can hinder the implementation of the BPM-ABC model.

The case study points out the role of the ABC as a management tool for supporting decision-making processes. The ABC allows inferring information for two purposes. First, ABC supports a cost containment process as it allows highlighting the most cost-consuming activities and resources. Second, the ABC allows identifying reengineering paths, distinguishing between incremental and radical ones.

This study represents a remarkable reference raising the awareness of the pivotal role accounting systems play in the management of the organizational processes.

The purpose of this paper is to ascertain the experiences and practices of social and community service professionals working with Fetal Alcohol Spectrum Disorder (FASD) or suspected FASD in New Zealand.

The research examined professionals’ empirical experience of working with FASD or suspected FASD. In total, 21 participants working in practice settings relevant to dual diagnosis were interviewed, with each interview being of 1–2 h duration. The interview data were transcribed and coded using the constant-comparative method in order to derive themes.

Participants identified a number of barriers to understanding or working with FASD: the limited knowledge of FASD and the absence of FASD from training contexts, difficulty obtaining institutional support and the challenge of working without a diagnosis. Participants also articulated a range of strategies for approaching FASD within the identified barriers of their practice contexts, specifically: working with alternative diagnoses, focussing on adjusting expectations, adopting a strengths-based approach, actively advocating for clients when working with other sectors and systems and focussing on prevention education.

This research expands the knowledge base for social and community service practice in contexts where FASD maybe a factor contributing to poor health and well-being outcomes for clients. It clarifies the challenges that professionals face when encountering FASD or suspected FASD in their work, reveals key gaps in individual and systemic knowledge about FASD and provides new insight into what professionals do to address these challenges. It also adds to the body of research concerning FASD in the Australasian context more broadly.