Targeted training significantly enhanced stakeholders' comprehension, shifting their perception of technology from a costly administrative burden to a core strategic asset, and offered a novel comprehensive framework that integrates sociological and governance dimensions to overcome technology adoption barriers in Indonesian vocational high schools.
Abstract
Purpose: This study evaluates the effectiveness of implementing an information technology paradigm at SMK Muhammadiyah Al Kautsar Jakarta to resolve critical operational bottlenecks. Specifically, it addresses systemic infrastructure inequality, low digital literacy among educators, organizational resistance, and weak digital service governance that hinder academic management.
Method: Adopting a qualitative case study design, data were collected from key school stakeholders through in-depth interviews, direct operational observations, and document analysis of curriculum and digital policy records. The gathered empirical data were analyzed using an interactive model comprising data reduction, data presentation, and conclusion drawing.
Findings: Targeted training significantly enhanced stakeholders' comprehension, shifting their perception of technology from a costly administrative burden to a core strategic asset. By holistically addressing sociological and governance root causes alongside technical skills, the intervention strengthened data security awareness, educational service quality, and data-driven decision-making. However, achieving complete organizational transformation requires long-term funding and continuous monitoring.
Practical implications: Provides vocational education practitioners and administrators with actionable strategies to integrate technical upskilling with adaptive governance frameworks, thereby optimizing operational efficiency.
Originality/value: Offers a novel comprehensive framework that integrates sociological and governance dimensions to overcome technology adoption barriers in Indonesian vocational high schools.
This study explored the challenges and opportunities associated with digital transformation in academic and administrative work at Bolgatanga Technical University, Ghana. Anchored on the Technology Acceptance Model, it employed a qualitative case study design to examine staff experiences of digital transformation. Purposive sampling selected academic staff, administrative staff, ICT personnel, and management members involved in digital platform implementation. Data were collected through semi-structured interviews, participant observation, and document analysis and analyzed thematically. Findings revealed inadequate ICT infrastructure, unreliable internet connectivity, limited technical support, digital skills gaps, and resistance to technological change as major barriers. Despite these challenges, digital transformation offered opportunities to improve teaching, learning, communication, data management, and institutional governance. The study recommends sustained digital literacy training for staff and increased investment in ICT infrastructure and technical support. Findings contribute to scholarship on digital transformation in higher education and inform policymakers, university administrators, and stakeholders seeking effective technology adoption.
B. Adombilla, S. Akapule· Journal of Policy and Develo...· 0 citations
Digital transformation has become a major strategic priority in higher education, yet many African universities continue to struggle with implementation challenges that limit administrative efficiency. This study examines digital transformation at the University of Education Wenneba, Ghana, by exploring the socio-political and organisational factors shaping implementation outcomes. Guided by Institutional Theory and the Technology-Organisation-Environment (TOE) framework, the study adopted an interpretivist paradigm and qualitative single-case study design. Semi-structured interviews were conducted with 40 participants across senior, middle, and junior administrative levels, with data analysed thematically using NVivo 12. The findings show that implementation difficulties were driven less by resource shortages and more by misalignment between institutional strategies and operational realities. Key issues included top-down communication, informal workarounds, and ineffective training approaches. The study proposes the Contextually Responsive Digital Transformation Implementation Framework (CR-DTIF), which positions implementation as a participatory and adaptive process. The findings contribute context-specific evidence from Ghanaian higher education and offer practical implications for digital transformation policy and administrative reform.
Evelyn Gorman, Felicia Kpedekpo, Aba Ewuaba Botwe et al.· Journal of Strategic Managem...· 0 citations
High-quality administrative services are essential for effective vocational education governance, yet the specific role of principal leadership in shaping these services remains underexplored in Indonesian vocational school research. This study examined the application of school principal leadership principles in improving the quality of vocational education administrative services at SMKN 1 Sungai Tabuk, South Kalimantan. A qualitative descriptive design was employed, with data collected through in-depth interviews with six purposively selected participants, non-participatory observation, and document analysis. Data were analyzed using Miles et al.'s interactive model, encompassing data condensation, display, and conclusion drawing, with trustworthiness established through source and methodological triangulation and member checks. Findings revealed that the principal's transformational leadership manifested through four interconnected dimensions: the development of a digital internship monitoring system (SIPKL), the reinforcement of industry partnerships encompassing curriculum synchronization and competency certification, the integration of Problem Based Learning and Project Based Learning across all vocational programs, and the phased advancement of Teaching Factory implementation. Notably, Teaching Factory remained operational in only one of four programs, and competency certification progress varied substantially across programs, reflecting uneven institutional reform trajectories. These findings extend transformational leadership theory to vocational administrative governance and demonstrate that principal leadership functions as an active architect of institutional capability, not merely a contextual facilitator. Practical implications are discussed for principal preparation programs and vocational education policy in Indonesia.
Amalia Oktavia, Muhammad Arief Prasetya, Dian Purnama et al.· Journal of Innovation and Re...· 0 citations
Nigerian Colleges of Education continue to administer core institutional functions admissions, records management, staff deployment, resource allocation, and quality assurance through largely manual and fragmented systems, even as national policy instruments increasingly assume a digitally enabled administrative environment. This position paper argues that the digital transformation of educational administration is not a peripheral modernization project but a necessary catalyst for institutional effectiveness in Nigerian Colleges of Education, and that its absence constitutes a structural constraint on the sector's capacity to deliver quality teacher education at scale. Drawing on Technology-Organization-Environment (TOE) theory, Diffusion of Innovation theory, and institutional effectiveness frameworks, the paper critically examines evidence from Nigerian and comparable Sub-Saharan African contexts on administrative digitalization, evaluating its contribution to decision-making quality, accountability, resource efficiency, and stakeholder engagement. The discussion identifies persistent barriers inadequate ICT infrastructure, inconsistent funding, limited digital competence among administrative staff, weak cybersecurity and data governance, and fragmented policy implementation that have constrained transformation to isolated pilot initiatives rather than systemic change. The paper contends that institutional effectiveness in Colleges of Education cannot be sustainably achieved without deliberate investment in digital governance architecture, capacity development, and policy coherence between national ICT frameworks and college-level implementation. It concludes with actionable recommendations for college administrators, the National Commission for Colleges of Education, and policymakers, emphasizing phased infrastructure investment, mandatory digital competency development, harmonized data governance standards, and institutionalized monitoring mechanisms as preconditions for translating digital transformation into measurable gains in institutional effectiveness and, by extension, teacher education quality.
Abubakar Yusuf, S. Salisu, I. Nafiu et al.· Federal University Gusau Fac...· 0 citations
This simulated study examined the role of higher education leadership in improving the effectiveness of university governance at University “UIM,” used as a pseudonym to maintain institutional confidentiality. The study employed a qualitative case study design. Data were collected through semi-structured interviews, observations, and document analysis involving university leaders, faculty administrators, lecturers, administrative employees, and students. Data were analyzed through data reduction, coding, data presentation, and conclusion formulation. The findings indicate that university leadership contributes to governance effectiveness through the establishment of institutional direction, policy communication, participatory decision-making, coordination among organizational units, monitoring, and evaluation. Transparency, accountability, stakeholder participation, and digital administrative services also support the improvement of governance and service quality. However, several challenges remain, including inconsistent information distribution, limited coordination, unequal digital competence, and weak follow-up mechanisms. The study concludes that collaborative, communicative, and accountable leadership is essential for strengthening university governance and improving academic and administrative services.
Unknown authors· International Journal Corne...· 0 citations
The findings reveal that instructional leaders perceived meaningful stakeholder participation as fostering ownership, inclusivity, and contextual sustainability of digital learning environments, while exclusion was associated with misaligned resources, resistance, and widened inequities.
V. R. Nkuna, A. Mawela· International Journal of Edu...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
