Digital transformation of higher education institutions (HEIs) is of paramount importance in today’s technology-driven world. However, there are numerous barriers that hinder the successful implementation of digital transformation initiatives in HEIs. In this article, we identify and classify these barriers based on a systematic literature review. The findings reveal twenty distinct barriers that inhibit digital transformation in higher education. These were then organised into six broad categories, namely environmental, strategic, organisational, technological, people-related and cultural. The study provides a comprehensive understanding of the barriers faced, facilitating the development of effective strategies and interventions. Our analysis provides valuable information for higher education institutions, policy makers and stakeholders involved in digital transformation initiatives.

Digital transformation has emerged as a pervasive force in today’s rapidly evolving world, touching almost every sector and industry. In the higher education sector, in which education, research, and knowledge dissemination hold paramount significance for society, the notion of digital transformation per se becomes particularly important. This paper focuses specifically on higher education, acknowledging that it exists in a broader environment. In this work, qualitative methods were applied to explore the meaning and scope of digital transformation in higher education institutions. The systematic literature review formed the basis for in-depth interviews with experts in the discipline to explore the meaning and scope of digital transformation in higher education institutions. Then, for the purpose of preparing the case study, the concepts that emerged from the systematic literature review and interviews with experts were grouped together through a keyword-based pattern. Lastly, a case study was conducted at a Greek university with the aim of better understanding the way in which university members of a particular higher education institution perceive the meaning and scope of digital transformation. Our analysis provides valuable insights into higher education institutions for decision-makers and those involved in digital transformation initiatives, offering a comprehensive definition of digital transformation in higher education institutions. Finally, this paper can also serve as a basis for researchers who are interested in defining the meaning and scope of digital transformation in their own research fields.

Digital transformation is ubiquitous, affecting all aspects of human life and benefiting the performance of organisations. Existing literature has shown that implementing digital transformation in higher education institutions remains a challenge. HEIs are unaccustomed to the radical shifts of this transformation and the course of digital transformation in higher education faces several barriers. These barriers impede organisations from realising the potential benefits of in universities. Consequently, the barriers were categorised into contextual, social, technical, and cultural. The aim of this study is to identify and categorise the barriers to digital transformation in HEIs digital transformation. For HEIs fostering digital transformation, understanding the barriers is crucial to accomplishing it. This study has examined existing barriers that higher education institutions need to consider in their digital transformation journey. To that end, a systematic literature review was conducted on the barriers of digital transformation. We contribute in providing a basic understanding of possible barriers in order to overcome them and improve the likelihood of success.

The profound digitization of public administration over recent decades has not eliminated information exchange via paper or electronic documents and certificates. We argue that a paradigm shift from document-centric to data-centric public service provision is needed and is feasible today with the exploitation of emerging technologies. We explore frameworks, architectures, benefits, and challenges in transforming document-centric administration processes into integrated, granular data exchange. A conceptual architecture for public service provision is proposed to extract preconditions from legislation, map the needed evidence to the service requirements, standardize evidence types, and integrate authoritative data sources. While promoting efficiency, privacy, and innovation, this shift faces technical and organizational challenges as the analysis of the “National Registry of Administrative Public Services” in Greece reveals. Further research on aligning policies, upholding trust, and coordinating institutional processes is warranted.

During the last decades, public authorities worldwide have invested heavily in electronic public services (PSs). This includes efforts for publishing information about PSs and for providing online PSs. Each of these efforts is based on an underlying PS Model, i.e. a data model developed for describing and/or developing PSs. Although many PS models exist, none has been universally accepted. This resulted in a fragmented landscape where resources are wasted, economies of scale cannot be achieved, and interoperability is hampered. Recently, the European Union (EU) launched the Core Public Service Vocabulary-Application Profile (CPSV-AP) as a reference PS model. However, CPSV-AP has not been thoroughly evaluated yet for comprehensiveness and compliance with EU policies. The aim of this work is to identify and analyze in a systematic way existing PS models and compare them with CPSV-AP. We conclude that CPSV-AP is comprehensive but can be further enriched with concepts from other PS models. We also provide evidence that the proposed enriched CPSV-AP better supports EU policies. Finally, we present a proof-of-concept pilot of the enriched model using linked data to demonstrate its technical feasibility and added value. Researchers, policy makers and practitioners could use the enriched model for conceptualizing and implementing electronic PSs.