Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.5
Journals
JRFM
Special Issues
The Digital Transformation of Universities: Risks and Opportunities
share announcement

The Digital Transformation of Universities: Risks and Opportunities

A special issue of Journal of Risk and Financial Management (ISSN 1911-8074). This special issue belongs to the section "Risk".

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 9185

Special Issue Editors

Prof. Dr. Babu George

E-Mail Website
Guest Editor
Professor & Dean, College of Business and Entrepreneurship, Alcorn State University, Lorman, MS, USA
Interests: digital economy; higher education; sustainability; international business
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Tankiso Moloi

E-Mail Website
Guest Editor
Department of Accountancy, College of Business and Economics, University of Johannesburg, Johannesburg, South Africa
Interests: financial management; digital finance; corporate governance
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Globally, higher education is undergoing a fundamental transition, and the very existence of universities is being questioned. Non-university education providers have begun to occupy some of the key spaces traditionally neglected by universities, and it is speculated that such providers will now progressively aim to replace the universities from even their traditionally held spaces, if not to make such spaces entirely irrelevant in the digitally transitioned landscape of higher education. There is widespread agreement in scholarly and practitioner circles that mainstream universities cannot continue to resist digital education; the choices available to them may be only in terms of the specifics. However, digital transformation also comes with significant risks. Many universities fear that embracing digital education will erode some of their core bases of competitive advantage. They also fear that, despite their best attempts, they might not be a good match for some of the exogenous ed tech innovators that are born digital natives. 

Against this backdrop, this Special Issue seeks scholarly contributions that highlight aspects of the digital transformation of higher education. Sample topics include, but are not limited to, the following: 

  • Contemporary history and emerging directions in digital higher education.
  • The nature and characteristics of digital native universities.
  • Effective strategies for the digital transformation of small and medium universities.
  • Overcoming resistance to change in digital transformation.
  • Edtech companies and their role in higher education.
  • The emerging role of AI in higher education.
  • International student mobility in the digital education era.
  • Digitalized campus life and community engagements.
  • Blended learning formats as a middle-ground solution.
  • Degrees, certificates, credentials, and badges.
  • Digital non-degree, adult, and professional education programs.
  • Cooperative networks of digital universities.
  • Ways to mitigate risks in digital transformation.
  • Equity and inclusion issues in digital transformation.
  • Knowledge discovery and scholarship in digital universities.
  • Protecting intellectual property in digital universities.
  • Leadership in digital universities.
  • Governmental support for digital universities.
  • Accreditation issues in digital higher education.
  • Niche opportunites for the non-digital existence of universities.
  • International comparison of digital transformation in higher education. 

Prof. Dr. Babu George
Prof. Dr. Tankiso Moloi
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Journal of Risk and Financial Management is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • digital transformation
  • higher education
  • universities
  • risk management
  • future of education
  • digital risks
  • change management

Published Papers (4 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Editorial

Jump to: Research

3 pages, 186 KiB  
Editorial
Mega Universities, Nanodegrees, and the Digital Disruption in Higher Education
by Babu George
J. Risk Financial Manag. 2022, 15(11), 496; https://doi.org/10.3390/jrfm15110496 - 26 Oct 2022
Viewed by 1114
Abstract
Traditional universities are facing a huge threat from exogenous innovators who have perfected the idea of conceiving and developing various kinds of micro-credentials that are stackable, reconfigurable, and storable in the blockchains (Khatun et al [...] Full article
(This article belongs to the Special Issue The Digital Transformation of Universities: Risks and Opportunities)

Research

Jump to: Editorial

18 pages, 697 KiB  
Article
Institutional Motivations for Conversion from Public Sector Unit to a Social Business: The Case Study of Burgundy School of Business in France
by Arvind Ashta
J. Risk Financial Manag. 2022, 15(11), 506; https://doi.org/10.3390/jrfm15110506 - 2 Nov 2022
Viewed by 1965
Abstract
Based on a qualitative single case study with eight interviews, this study lays the foundation for literature on the motivation for transforming from a quasi-governmental entity to a social business. The context of this case study is a spin off of business schools [...] Read more.
Based on a qualitative single case study with eight interviews, this study lays the foundation for literature on the motivation for transforming from a quasi-governmental entity to a social business. The context of this case study is a spin off of business schools from the French chambers of commerce and industry. This spin off was encouraged by enabling legislation that allowed assets specific to business schools to be transferred without taxes and fees if they adopted this legal business form. This case study is on the Burgundy School of Business, one of the seven schools that have adopted the regime. The school is also a member of the Principles of Responsible Management in Education. This case study suggests that the motivation for adopting a social business form could be institutional rather than personal. International rankings influence country legislation and business form adoption in a competitive industry. This case also discusses why the school has intentionally decided not to go for a digital transformation of its core business model. This case leads to theoretical propositions that consider the conditions under which public sector enterprises may spin off units as social businesses focused on their beneficiaries, and the control mechanisms that need to be instituted by the parent enterprise. Full article
(This article belongs to the Special Issue The Digital Transformation of Universities: Risks and Opportunities)
►▼ Show Figures

Figure 1

17 pages, 379 KiB  
Article
Students’ Perception of the Use of a Rubric and Peer Reviews in an Online Learning Environment
by Letebele Mphahlele
J. Risk Financial Manag. 2022, 15(11), 503; https://doi.org/10.3390/jrfm15110503 - 31 Oct 2022
Cited by 2 | Viewed by 3218
Abstract
Moving towards online learning during the coronavirus pandemic presented challenges, such as identifying assessments for learning. Assessments for learning involve using assessments as part of the learning process. Alternative assessments, as opposed to traditional assessments, are favoured for promoting for learning. These assessments [...] Read more.
Moving towards online learning during the coronavirus pandemic presented challenges, such as identifying assessments for learning. Assessments for learning involve using assessments as part of the learning process. Alternative assessments, as opposed to traditional assessments, are favoured for promoting for learning. These assessments include peer assessments and using criteria-referenced tools such as a rubric. Online learning environments often favour automated grading tools such as multiple choice. However, essay-type probing questions help students adopt a deep learning approach. Peer assessments and rubrics can help with grading essay-type questions. However, while the benefits of rubrics and peer assessments are well documented, there is limited research on students’ perceptions in South Africa on the use of rubrics and peer assessments in online environments to facilitate a deep approach to learning. A mixed method approach using a Likert scale and an online qualitative questionnaire was undertaken to explore students’ perceptions of the use of peer assessments with a rubric in an undergraduate module at the University of Johannesburg. Despite a low response rate, four main themes emerged: a clear performance criterion, structured writing, and a deep approach to learning and critical thinking. However, the study also showed limitations of the peer rubric and peer assessments in helping students prepare for formal summative assessment. The results suggest that the rubric and peer assessments, with amendments, could help students adopt a deep approach in online learning environments. Full article
(This article belongs to the Special Issue The Digital Transformation of Universities: Risks and Opportunities)
15 pages, 316 KiB  
Article
Framework for Screening and Evaluating the Competencies and Qualities of the Board of Directors in South Africa’s State-Owned Companies
by Modi Hlobo, Tankiso Moloi and Benjamin Marx
J. Risk Financial Manag. 2022, 15(11), 492; https://doi.org/10.3390/jrfm15110492 - 25 Oct 2022
Cited by 5 | Viewed by 2227
Abstract
Purpose—This research paper presents a framework for screening and evaluating the competencies and qualities of the board of directors in South African state-owned companies (SOCs). Design/methodology/approach—This study conducted a systematic literature review to gather primary data which was used to prepare a questionnaire [...] Read more.
Purpose—This research paper presents a framework for screening and evaluating the competencies and qualities of the board of directors in South African state-owned companies (SOCs). Design/methodology/approach—This study conducted a systematic literature review to gather primary data which was used to prepare a questionnaire for two rounds of the Delphi process, where data was analysed both qualitatively and quantitatively. Findings—The findings from the study revealed the ideal competencies and qualities of individual directors, the optimal collective competencies of directors, and the most appropriate screening and evaluation methods that could be adopted to benefit SOCs. Originality/value—This paper adds to the limited studies investigating the competencies and qualities of directors in SOCs, as most research is focused on listed private companies. Furthermore, there is currently no framework in South Africa that outlines the process for screening and evaluating the competencies and qualities of directors in South Africa’s SOCs. In an effort to support the South African government screen and evaluate the key competencies and qualities of directors in state-owned companies, this team has developed a theoretically informed framework that can be used to screen potential board members’ abilities and capabilities before they are appointed as well as to evaluate the relevance of existing board members. Full article
(This article belongs to the Special Issue The Digital Transformation of Universities: Risks and Opportunities)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop