Examining the Global Digital Landscape

OCT 2024 in Higher Education

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 CONTENTS EXECUTIVE SUMMARY 04
Introducing Digital Maturity Index (DMI) 04
Key Insights and Recommendations 06
Preparing for future 07

INTRODUCTION 08
Are universities prepared for the Next Wave of Technological Change? 08

DIGITAL MATURITY INDEX (DMI) FRAMEWORK 10

METHODOLOGY 14

KEY THEMES 17
Global Digital Equity 18
Internet Access Across Campus 20
Access to learning management system or similar technologies 24
Access to video conferencing and communication tools 26
Emerging technologies 30
Technology vs Utilization 34
Data Maturity 38
Cybersecurity 42
Digital Leadership and Competence 46

CONCLUSIONS 50
Key Insights and Recommendations from the DMI Survey 50
Assessing the impact of disruptive innovations on higher education 51

FOOTNOTES 55
AUTHORS AND REVIEWERS 55
DATA AND SURVEY CONTRIBUTORS 55

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4 EXECUTIVE SUMMARY EXECUTIVE SUMMARY 5

EXECUTIVE INTRODUCING DIGITAL

MATURITY INDEX (DMI)
The DMI enables universities
to monitor and evaluate their

SUMMARY I
digital transformation progress Teaching and
DMI’S
Planning and
n response to the growing internally across departments FOUR
Learning Governance
emphasis on digital and benchmark their PILLARS
transformation among transformation efforts against
universities, Times Higher global standards.
Education (THE) developed
the Digital Maturity Index The methodology for
(DMI). building the index involved
a quantitative online survey
The DMI is developed with a sample size of 3,863
Professional
Research
based on the digital maturity individuals from 1,949
Services
framework, which consists of institutions across
four main pillars – teaching 100 countries.
and learning, research,
professional services, and This framework is designed to
planning and governance, and be scalable and adaptable, FIVE DIMENSIONS
five dimensions – strategy, catering to institutions of all
people & culture, data, sizes globally.
utilization and technology.
People &
The framework identifies Strategy
culture
Technology Data Utilization

four levels of digital maturity

– incidental, intentional,
integrated and optimized,
characterised by increased
coordinated, automated
process, a culture
of innovation and
technology integration.
FOUR LEVELS OF
DIGITAL MATURITY

individuals from Optimized

1,949 institutions Integrated

across 100 Intentional

Incidental
countries.
6 EXECUTIVE SUMMARY EXECUTIVE SUMMARY 7

KEY INSIGHTS AND

1. GLOBAL DIGITAL 3. DATA MATURITY PREPARING FOR FUTURE
RECOMMENDATIONS
EQUITY Although universities are
The 2024 Digital Maturity
By analyzing the survey Index (DMI) represents an
results across the five A significant gap exists improving data access,
initial effort to provide a
dimensions of DMI between high and low challenges remain in data
benchmark for universities
framework (strategy, people resource universities, with utilization due to fragmented
navigating digital
and culture, data, utilization, wealthier institutions having platforms and insufficient
and technology), the report transformation. By examining
better access to technology expertise. Investing in
identifies several key themes the global digital landscape
and infrastructure. This divide integrated data systems and
and critical areas and focusing on strategy,
exacerbates educational staff training is crucial for
for improvement: people, data, and technology,
inequality and hampers enhancing data analytics and
THE aims to assist universities
global research and supporting evidence-based
in their digital transformation
innovation. Recommendations decision-making.
journeys. This effort also seeks
include sharing best to guide funding institutions
practices, investing in basic and governments in
infrastructure for underserved 4. CYBERSECURITY advancing their national digital
areas, and strengthening agendas for higher education,
digital equity initiatives. Robust cybersecurity while informing the private
measures are essential for sector on how best to support
protecting institutional data universities in achieving their
and systems. Universities own digital objectives.
2. TECHNOLOGY must prioritize regular staff
UTILIZATION training as part of Future survey will explore AI
the comprehensive readiness and delve into more
Universities in lower-income cybersecurity strategies. granular aspects of the digital
regions often use their divide, including institutional
limited resources more specifics and budget
effectively, while higher- considerations. THE invites
income institutions should 5. DIGITAL LEADERSHIP universities to engage with
focus on optimizing the use us for customized
THE 2024 DIGITAL and sustainability of their Effective digital transformation assessments and to stay
advanced technologies. This demands strong leadership informed about future
MATURITY INDEX suggests that priorities for with digital skills. Institutions survey updates that will offer
(DMI) REPRESENTS lower resource universities should incorporate digital deeper insights and support
AN INITIAL EFFORT TO should be on technology leadership into their strategic for navigating the digital
investment, while greater plans, develop leaders with transformation landscape.
PROVIDE A BENCHMARK emphasis should be placed these skills, and allocate
FOR UNIVERSITIES on maximizing existing part of their technology
NAVIGATING DIGITAL technology and enhancing budget to leadership and
people development in well workforce training.
TRANSFORMATION. resource universities.
davideangeliniphoto
8 INTRODUCTION 9

W
ARE UNIVERSITIES ith quantum comes to managing change.

INTRODUCTION
PREPARED FOR computing on Universities initially responded
THE NEXT WAVE OF the horizon, to the pandemic with
TECHNOLOGICAL supercomputers are ‘emergency online learning’,
CHANGE? accelerating the development which, nonetheless, sustained
machine learning and artificial education delivery and
intelligence (AI). These university operation. Similarly,
supercomputers leverage with Gen AI, the initial shock
parallel processes to handle felt within the university
of a vast amount of data, community has shifted
leading to faster insights towards greater acceptance,
and actions. According to moving from implementing
Mustafa Suleyman, cofounder stringent policies to promoting
of DeepMind and author of research and practical use in
“The Coming Wave,” within using AI in the classrooms.
the next five years, many Most recently, Arizona State
people will have AI personal University has announced its
assistants. From performing
1
partnership with Open AI to
mundane tasks to driving create enterprise technology
TECHNOLOGY PUNDITS complex decision making to incentivize AI use in both
academic and
OFTEN WARN THAT based on what the algorithms
work environments. 3

know about us, these

UNIVERSITIES MUST assistants will fundamentally Technology pundits often
change the way we conduct
TRANSFORM THROUGH our lives.
warn that universities must
transform through adopting
ADOPTING NEW In higher education, this new technologies or risk
obsolescence.
TECHNOLOGIES OR RISK can significantly transform
education, research, and However, discussions with
OBSOLESCENCE. operations. Some have university communities reveal
envisioned a future where a cautious approach, warning
universities can analyze against adopting the latest
HOWEVER, DISCUSSIONS students’ data to adapt tools without considering their
content and offer specific context. Colleges and
WITH UNIVERSITY support in real time, universities must progress
COMMUNITIES REVEAL personalizing learning in carefully, considering their
unprecedented ways. 2
student population, staff
A CAUTIOUS APPROACH, needs, funding, and broader
The question remains –
WARNING AGAINST are universities prepared
institutional and societal goals.
While digital transformation is
ADOPTING THE LATEST for the ‘coming wave’ of
necessary to remain relevant
technological changes? The
and prepare students for the
TOOLS WITHOUT pandemic in the 2020 and
future, finding the right pace
the mass adoption of Gen
CONSIDERING THEIR AI in 2023 have shown that
is crucial.

SPECIFIC CONTEXT. universities have been both

MIdjourney AI reactive and resilient when it
10 DMI FRAMEWORK 11

DIGITAL MATURITY D
igital Maturity refers The DMI was developed
to an institution’s through a quantitative online
ability to effectively survey, gathering data

INDEX (DMI)
use technology to adapt from 3,863 participants
and thrive in a changing across 1,949 institutions
environment. It measures how in 100 countries. The goal

FRAMEWORK
advanced universities are in was to create a scalable
their digital transformation and adaptable framework
journey. In response to the applicable to institutions of all
growing emphasis on digital sizes globally.
transformation within higher
education, Times Higher The DMI allows universities
Education (THE) developed to make internal comparisons
the Digital Maturity Index across departments and
(DMI). benchmark their digital
transformation progress
against global standards.
Additionally, the framework
can be customized to align
with each university’s specific
KPIs, offering tailored tools
to assess digital initiatives.
This ensures that universities
receive actionable insights
and recommendations
that can be shared across
faculties and departments.
Ultimately, the DMI helps
universities identify the most
effective strategies for digital
transformation, focusing on
key areas such as people,
culture, data, and technology.
This report summarizes
THE DMI ALLOWS findings from the global
UNIVERSITIES TO MAKE Digital Maturity survey, which
evaluated universities’ digital
INTERNAL COMPARISONS capabilities worldwide. The
ACROSS DEPARTMENTS results are presented across
AND BENCHMARK four main themes: Global
Digital Equity, Data Maturity,
THEIR DIGITAL Cybersecurity, and Digital
TRANSFORMATION Competence and Leadership.
PROGRESS AGAINST
GLOBAL STANDARDS.
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12 DMI FRAMEWORK DMI FRAMEWORK 13

DMI’S FOUR PILLARS Teaching and learning Research DMI’S FIVE DIMENSIONS FOUR STAGES OF DIGITAL MATURITY
The DMI adopts Additionally, the DMI The framework defines four stages of digital maturity:
Adam Mark et al’s 4
framework evaluates digital Strategy
framework for assessing transformation not only in
maturity in Higher Education, terms of technology but
which analyzes maturity also through strategy and Optimized
across different university people development, based
processes. on definition provided Institutions are standard-setters
by Educause5 and JISC6 with fully automated processes.
The framework is built – Digital transformation They lead in digital transformation,
around four core pillars: is “a series of deep and integrating technology seamlessly,
coordinated culture, People & fostering collaboration, and using data
workforce, and technology culture comprehensively to drive decisions.
shifts that enable new
Encompasses accreditation Includes the full lifecycle
educational and operating
of study programs, teaching of research activities, from
models and transform an
and assessment methods, planning and preparation
institution’s operations,
and supporting student and to conducting research, Integrated
strategic directions, and
teacher mobility. monitoring outcomes, and
value proposition.” Digital activities are strategic,
evaluating results.
coordinated, and streamlined. There is
Recognizing the increasing
a transformation of strategic processes,
significance of data
Technology with enhanced change responsiveness,
due to advancements in
mature data storage, and analytics-driven
machine learning and
Professional services Planning and Governance decision-making.
artificial intelligence, the
FIVE DIMENSIONS
framework incorporates
a data component. This
ties into the concept of
data maturity, which refers Intentional
to an institution’s ability
Digital activities are more purposeful,
to utilize data effectively
but not fully streamlined. Efforts in
to derive value, support Data
training and integration are ongoing,
decision-making, enhance
and technology is increasingly used to
operational efficiency, and
improve processes.
FOUR STAGES OF
drive innovation in teaching,
DIGITAL MATURITY research, and sustainability.
The DMI survey therefore
Covers essential functions like Involves change management, assesses digital
Optimized IT support, library services, business process transformation across five Incidental
student administration, staff development, central IT key dimensions:
Integrated
recruitment and development, strategy formulation, and Utilization
Characterized by sporadic, independent
Intentional financial management, planning for IT budgets Strategy, People and digital activities. Limited digital
marketing, procurement, and funding. Culture, Technology, understanding and adaptability, with
Incidental and estate management. Data and Utilization. staff lacking advanced technology skills
and training.
14 METHODOLOGY METHODOLOGY 15

METHODOLOGY I
n order to assess the digital Surveyed stakeholders Following this, respondents
maturity of a university, Teaching and Learning could belong to more than were shown additional
the survey endeavoured one group depending on specific question sets for
to obtain responses from Educators and academics their functions within their their response depending
the internal stakeholders of involved in the transfer of university (e.g. research staff on their earlier indication of
higher education institutions knowledge to students conducting teaching lessons their responsibilities within the
on their perceptions of as part their secondary university. These additional
their university’s digital roles). Hence, respondents question sets averaged 8
Research were requested to indicate questions per set for a total
capabilities and readiness.
The captured opinion of how many functions applied length of 13 questions if a
internal stakeholders based Researchers and academics to their responsibilities with respondent were to respond
on convenience sampling involved in the process of applicable question sets to the standard question set
enabled a holistic view of a conducting academic studies, displayed to them. and one specific question set.
university’s various functions analyzing data and Average length of interview
The methodology for the was measured at 7.5 minutes.
usage of digital publishing findings Digital Maturity Index
technologies including: involved a quantitative online
Professional Services survey with a sample size
of 3,863 individuals from
1,949 institutions across
Administrative staff involved in 91 countries. Invites to the
the management of university survey were distributed via
operations, logistical support email to known university
of academic programs, staff members based on
coordination of student and Times Higher Education’s
staff and compliance with historical partner lists and
institutional policy contacts within the sector.
and regulations Said survey ran for a duration
of approximately 4 months
from February 2024 till July
Planning and Governance
2024 and no identifiers were
requested from respondents
Staff and leadership involved during the course of the
in setting strategic direction, survey, enabling
overseeing academic and confidential responses.
operational functions, driving
operational initiatives and The survey approach
institutional innovation. consisted of a set of 5
SURVEYED standard questions pertaining
to the 5 dimensions that
STAKEHOLDERS COULD all respondents answered
BELONG TO MORE THAN based upon a 5-point Likert
ONE GROUP DEPENDING scale (Strongly Disagree –
Strongly Agree), allowing for a
ON THEIR FUNCTIONS baseline understanding of all
WITHIN THEIR UNIVERSITY. respondent’s opinion of their
frimufilms
university’s approach to
digital transformation.
16 17

KEY THEMES
T
his report summarizes
the DMI survey findings
Global Digital Equity across four key themes:
Global Digital Equity, Data
Maturity, Cybersecurity,
and Digital Leadership and
Competence. The results
reveal a gap between high
and low resource settings
in Global Digital Equity,
suggesting a need for
Data Maturity high-resourced universities
to focus on strategy and
people development, while
low-resourced ones require
greater investment
in technology.
In Data Maturity, the results
point to a need for greater
Cybersecurity focus on data analysis,
predictive capabilities, and
system integration. For
Cybersecurity and Digital
Leadership and Competence,
the findings indicate that
universities must enhance
workforce development and
Digital Leadership ensure that digital budget
plans include comprehensive
and Competence strategies for people and
workforce development.

YuriArcursPeopleimages
18 KEY THEMES GLOBAL DIGITAL EQUITY 19

D
igital equity in education The key technologies
refers to ensuring identified for access include:
equal access to digital
technologies, including
internet connectivity, software,
hardware, and the necessary
digital skills for students.
7

GLOBAL The survey explored digital

equity globally by examining

DIGITAL
differences in the provision
of technologies in universities
across regions and countries Reliable internet Learning management

EQUITY
with varying levels of resources. access on campus systems or similar tools
Reliable internet access
forms the basic infrastructure
needed for any digital learning
activities enabling leaners to
access online information,
while learning management
systems (LMS) and online
video conferencing tools
enable hybrid and online
learning opportunities.
On the other hand, the Online video Emerging technologies,
investments in emerging conferencing and such as AI, 5G, and
technologies represent the communication tools immersive technology.
universities’ readiness for
future innovations.

Image-Source
20 KEY THEMES GLOBAL DIGITAL EQUITY 21

GRAPH 1. INTERNET ACCESS ON CAMPUS ACROSS REGIONS

A
RELIABLE INTERNET ccess to the internet is Based on survey findings
ACCESS ON CAMPUS the baseline for digital in Latin America and the
North America 85%
equity. Globally, 79% Caribbean, universities in
of the respondents agree that Puerto Rico (100%) and Costa
their campus provide reliable Rica (90%) offer better internet Europe 83%
access to internet, but the access, while universities
regional range is between in Venezuela (20%) and
71% to 85%. On this measure, Guatemala (60%) have lower APAC 80%
universities in North America, access. In the MENA region,
Europe, APAC, and MENA Tunisia, Kuwait, the United
generally perform better Arab Emirates, Israel, and MENA 79%
compared to universities in Bahrain provide strong access
Latin America, the Caribbean, (90-100%), whereas Sudan
and Sub-Saharan Africa. and Lebanon perform the
(Graph 1) This indicates that lowest (40-53%). (Figure 1)
Latin America
and the Caribbean 71%
students at universities in the
former regions have better The gap in internet access
internet access on campus. is evident when comparing Sub-Saharan Africa 71%
higher and lower income
Within regions and countries, countries.9 Universities in
access to the internet on higher-income countries
campus can vary widely. tend to provide more reliable FIGURE 1. INTERNET ACCESS ON CAMPUS WORLDWIDE (100 COUNTRIES)8
This disparity can be internet access, while those
influenced by both macro and in lower-income countries
microeconomic factors, such struggle, with access rates
as the income levels of the decreasing progressively as
countries, the location of income levels drop. (Graph 2)
the university (urban vs.
remote), and the condition
of university infrastructure,
with older buildings often
presenting challenges for
broadband access.

GLOBALLY, 79% OF THE

RESPONDENTS AGREE
THAT THEIR CAMPUS
PROVIDE RELIABLE INTERNET ACCESS ON CAMPUS
ACCESS TO INTERNET
20 100
22 KEY THEMES GLOBAL DIGITAL EQUITY 23

GRAPH 2. INTERNET ACCESS ON CAMPUS ACROSS COUNTRIES AT DIFFERENT INCOME LEVELS

High Income
84%

Upper Middle Income

77%

Lower Middle Income

74%

Low Income
73%

GRAPH 3. LMS ACCESS BY REGIONS

APAC 82%

North America 81%

MENA 79%

Europe 79%

Sub-Saharan Africa 79%

Latin America
and the Caribbean 74%

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24 KEY THEMES GLOBAL DIGITAL EQUITY 25

L
ACCESS TO LEARNING earning management FIGURE 2. LMS ACCESS BY COUNTRIES (100 COUNTRIES)10
MANAGEMENT systems (LMS) have been
SYSTEM OR SIMILAR widely used since the
TECHNOLOGIES late 1990s and are among the
most prevalent technologies
in universities today. They
are used to support online,
blended, and in-person
learning by serving both
administrative functions (i.e.,
assignment submissions
and grading) and enhancing
teaching and learning. LMS
platforms also form the core
of online educational
resources and facilitate
learning analytics.
Globally, the average access
to LMS technology stands at
80%, similar to internet access
on campus (79%). Over 80%
of participants in APAC and
North America have access
to LMS or similar platforms,
while only 74% of participants
in Latin America and the
ACCESS LEVEL
Caribbean have access.
Access to LMS and similar 0% 100%
system is also different by
countries. While majority of
the countries survey (96 of
102) indicated access to GRAPH 4. LMS ACCESS ACROSS COUNTRIES AT DIFFERENT INCOME LEVELS
LMS, universities in Ethiopia,
Bulgaria, Slovakia, Venezuela,
Rwanda, Mali are less likely to
provide access to the tool. High Income
84%
Similar to internet access,
universities higher income
countries are more likely 77%
GLOBALLY, THE AVERAGE Upper Middle Income
to have access to learning
ACCESS TO LMS management systems than
TECHNOLOGY STANDS lower income countries. Lower Middle Income
74%
(Graph 4)
AT 80%, SIMILAR TO
INTERNET ACCESS ON
CAMPUS (79%)
Low Income
73%
davideangeliniphoto
26 KEY THEMES GLOBAL DIGITAL EQUITY 27

T
ACCESS TO VIDEO he use of video Looking at the figures GRAPH 5. ACCESS TO VIDEO CONFERENCING AND ONLINE COMMUNICATION TOOLS
CONFERENCING AND conferencing among across different countries,
COMMUNICATION TOOLS consumers became more participants from Ethiopia,
common in the late 1990s Bulgaria, Norway, Argentina,
and early 2000s, due to the and Japan are less likely to MENA 75%
development of webcams and agree that their universities
faster internet connections. provide video conferencing
In higher education, video and online communication
conferencing began to be tools. In contrast, participants
Europe 74%
adopted in the early 2010s for from other countries are more
synchronous online learning, likely to indicate that their
helping to simulate in-person universities support these
APAC 74%
classroom environments. tools for both students
and staff. (Figure 3)
During the COVID-19 North America 73%
pandemic, video conferencing The correlation between the
emerged as the primary access video conferencing
mode of course delivery. The and online communication Sub-Saharan Africa 73%
technology continued to be tools to country income
used to simulate in-person levels is also observed on
classrooms, with features this technology. Universities Latin America
67%
and the Caribbean
such as virtual hand raising in higher income countries
and breakout rooms, aiming are more likely to be able
to boost learner motivation. to provide these tools to
Despite issues like “Zoom their students and staff
FIGURE 3. ACCESS TO VIDEO CONFERENCING AND ONLINE COMMUNICATION TOOLS WORLDWIDE (76 COUNTRIES)11
fatigue,” video conferencing while universities in low-
remains in use, supporting income settings face greater
recorded lectures and hybrid challenges. The adoption
learning formats that offer of video conferencing is
greater flexibility for students hindered by the need for
as well as remote working higher internet bandwidth and
opportunities for staff. faster computers. (Graph 6)
In terms of regional
differences, respondents from
the MENA region, Europe, and
APAC are more likely to have
UNIVERSITIES IN HIGHER access to video conferencing
INCOME COUNTRIES ARE technology, followed closely
by North America and Sub-
MORE LIKELY TO BE ABLE Saharan Africa, while fewer
TO PROVIDE THESE TOOLS universities Latin America
TO THEIR STUDENTS and Caribbean provide this
technology to their students
AND STAFF WHILE and staff. (Graph 5)
UNIVERSITIES IN LOW-
INCOME SETTINGS FACE SERIES
GREATER CHALLENGES.
20 100
28 KEY THEMES GLOBAL DIGITAL EQUITY 29

GRAPH 6. ACCESS TO VIDEO CONFERENCING AND ONLINE COMMUNICATION

TOOLS ACROSS COUNTRIES AT DIFFERENT INCOME LEVELS

High Income 85%

Upper Middle Income 81%

Lower Middle Income 80%

Low Income 68%

UNIVERSITIES IN HIGHER
INCOME COUNTRIES ARE
MORE LIKELY TO BE ABLE
TO PROVIDE THESE TOOLS
TO THEIR STUDENTS
AND STAFF WHILE
UNIVERSITIES IN LOW-
INCOME SETTINGS FACE
GREATER CHALLENGES.
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30 KEY THEMES GLOBAL DIGITAL EQUITY 31

GRAPH 7. ACCESS TO EMERGING TECHNOLOGIES BY REGIONS

T
EMERGING he question on emerging Looking at countries scoring
TECHNOLOGIES technologies examines above 80% in different APAC 72%
whether universities regions, the leading
explore and adopt new universities are
innovations such as artificial as follows:
intelligence, 5G networks,
Europe 70%
blockchain, immersive APAC: South Korea, China,
technologies, and the Internet Singapore, Hong Kong,
of Things (IoT) across Taiwan, Brunei, MENA 69%
teaching, research, and and Uzbekistan
administration. Europe: Leading countries
include Belgium, Cyprus,
North America 66%
For instance, AI can enhance
personalized learning Czech Republic, Hungary,
through adaptive educational Lithuania, Slovakia, and the
United Kingdom. Russia and
Sub-Saharan Africa 65%
software, while 5G networks
facilitate high-speed, real-time Ukraine also score
communication for virtual labs above 80%. Latin America
and the Caribbean 59%
and remote collaboration. MENA: Bahrain, Algeria,
Blockchain technology is used Iran, Lebanon, Mauritius, and
for secure and transparent Oman are the
record-keeping of academic top scorers. FIGURE 4. ACCESS TO EMERGING TECHNOLOGIES WORLDWIDE (75 COUNTRIES)12
credentials, and immersive
technologies like virtual reality Sub-Saharan Africa: Kenya
create interactive learning stands out with a score above
environments. IoT devices can 80%.
improve campus management
Latin America: Peru is noted
by monitoring and optimizing
for scoring above 80%.
resources such as energy
consumption and In North America, the US
facility usage. scores 64% while Canada
does not have score on
The global average is 68%,
this measure.
which is lower than the other
measures. APAC and Europe
are leading on this measure,
followed closely by MENA,
North America, and Sub-
THE GLOBAL AVERAGE Saharan Africa. On the other
IS 68%, WHICH IS hand, Latin America and the
LOWER THAN THE OTHER Caribbean could be
lagging behind. (Graph 7)
MEASURES. APAC AND
EUROPE ARE LEADING ON DEVELOPMENT LEVEL
THIS MEASURE.
20 100
32 KEY THEMES GLOBAL DIGITAL EQUITY 33

GRAPH 8. ACCESS TO EMERGING TECHNOLOGIES ACROSS COUNTRIES AT DIFFERENT INCOME LEVELS. GRAPH 10. SOCIAL MEDIA USE ACROSS COUNTRIES AT DIFFERENT INCOME LEVELS.

High Income 70% High Income 74%

Upper Middle Income 68% Upper Middle Income 77%

Lower Middle Income 68% Lower Middle Income 76%

Low Income 56% Low Income 75%

GRAPH 9. SOCIAL MEDIA USE ACROSS REGIONS

A
similar correlation is likely to use social media than
observed between their counterparts in other
Sub-Saharan Africa 79% the development of regions. (Graph 9)
emerging technologies and
income levels: lower-income Additionally, universities in
countries have an average higher-income countries
MENA
75% (73.6%) are slightly less
score of 56%, while higher-
income countries score an likely to employ social media
average of 70%. than those in lower-income
APAC 75% countries (74.8–77.1%).
While significant regional and (Graph 10)
income-based disparities are
Europe 74% evident in areas like internet This trend may be attributed
UNIVERSITIES IN HIGHER- access, the use of learning to the accessibility of social
management systems (LMS), media platforms, which are
INCOME COUNTRIES typically free to use. For
North America 73% (73.6%) ARE SLIGHTLY
video conferencing tools, and
universities in lower-resource
emerging technologies, these
LESS LIKELY TO EMPLOY gaps are not observed when settings, social media offers
it comes to the use of social an affordable way to increase
70% SOCIAL MEDIA THAN
Latin America
and the Caribbean
media to enhance university their visibility and connect
THOSE IN LOWER-INCOME visibility. In fact, universities in with wider audience.
COUNTRIES (74.8–77.1%) Sub-Saharan Africa are more
34 KEY THEMES GLOBAL DIGITAL EQUITY 35

I
TECHNOLOGY VS n analyzing the global For instance, at the 2024 This relationship between Zealand, Asia —universities This trend is also observed
UTILIZATION digital divide, this study Digital University conference technology acquisition and tend to prioritize acquiring when looking at the
explores the availability in the UK, which included its utilization reflects how new technology over relationship between
and utilization of technology many participants from the effectively a technological its utilization. European technology and utilization
in universities across UK higher education sector, tool is employed. (Pls see universities have a more in countries at different
different regions. A recurring attendees unanimously examples in Table 1.) balanced approach to income levels. In high
THE RESULTS INDICATE theme from the university agreed that more resources
The results indicate a
technology acquisition and income countries, technology
community, highlighted should be directed toward utilization. On the other hand, scores tend to be higher
A DIFFERENCE IN HOW during presentations of the optimizing the use of existing difference in how universities universities in lower-income than utilization, whereas the
UNIVERSITIES PRIORITIZE preliminary DMI results at technologies rather than prioritize technology regions—including Sub- reverse is true for the other
acquisition and utilization
TECHNOLOGY ACQUISITION various conferences, is the investing in new ones.
based on regional income
Saharan Africa and Latin income groups. (Graph 12)
tendency for institutions to America and the Caribbean
AND UTILIZATION BASED focus on acquiring the latest levels. In higher-income —tend to prioritize utilizing
ON REGIONAL INCOME technologies without fully regions—such as North existing technologies over
America, Australia and New
LEVELS. utilizing them. acquiring new ones.
(Graph 11)

TABLE 1. THE TOOLS AND THEIR USAGE EXAMINED IN THIS RESEARCH ARE SUMMARIZED AS FOLLOWS. GRAPH 11. TECHNOLOGY VS UTILIZATION ACROSS REGIONS

TECHNOLOGY UTILIZATION

Are these utilized to offer blended, hybrid, and online learning

LEARNING options, thereby providing flexibility for students and
MANAGEMENT accommodating various learning styles.
SYSTEMS

Are researchers embracing digital scholarship and open

DIGITAL NETWORKS
AND SOCIAL MEDIA
practices through digital networks and social media, 76%
79
facilitating greater collaboration and dissemination of
75%
80
FOR RESEARCH research findings.
77 % 76% %
%

Are these platforms are used to support operational services

ADMINISTRATIVE within institutions. Effective utilization depends on robust IT
AND IT PLATFORMS support to ensure smooth operation and user adoption.

76%
Are these tools help to break down communication barriers
COMMUNICATION 72% 73%
TOOLS
and organizational silos, enhancing internal collaboration and
information sharing across different departments and teams. 70% 72%
75%

Are these tools being employed to support decision making?

DATA TOOLS AND
PLATFORMS
TECHNOLOGY UTILIZATION
36 KEY THEMES GLOBAL DIGITAL EQUITY 37

GRAPH 12. TECHNOLOGY VS UTILIZATION ACROSS REGIONS

77.4%
High Income
76.8%

76.4%
Upper Middle Income
77.5%

75.5%
Lower Middle Income
77%

72.8%
Low Income
73%

TECHNOLOGY UTILIZATION

O
verall, this suggests For low-income countries,
that universities their technology score is
in higher-income significantly lower than
countries tend to have countries with higher income,
advanced technology but while the findings indicate
may not be fully exploiting it, the gap between their
indicating a need for these technology and utilization is
institutions to focus more on the narrowest. This could be
maximizing the use of existing due to the fact that universities
technologies through strategic in lower-income regions face
development and skill- budget constraints and must
building. In contrast, upper- prioritize basic infrastructure.
middle and lower-middle- Limited telecommunications
income countries show higher and unreliable electricity in
utilization scores relative less resourced regions can
to their technology scores, further increase costs, leading
indicating more effective use to a lower investment on
THESE CHALLENGES CAN of available technology. more advanced technology.
LEAD TO MORE CREATIVE However, these challenges
can lead to more creative and
AND EFFICIENT USE OF efficient use of technology.
TECHNOLOGY.
sarawut20003
38 KEY THEMES DATA MATURITY 39

The DMI places a strong The DMI survey examines

emphasis on data maturity data maturity across
due to the growing six dimensions:
prominence of data in driving
advancements in AI and
machine learning. 1. Storage
Are universities
The findings show that collecting and storing

DATA
universities generally perform data digitally?
well in providing access
to data, enabling staff to

MATURITY
retrieve information remotely
and across devices, and
effectively storing data.
However, they perform lower

D
on key measures such as data
6. Data
ata maturity refers to analytics (especially analyzing 2. Access
Security
an institution’s ability and predicting), data Can data be accessed
to effectively collect, integration, and cybersecurity. Is the data remotely on various
securely managed? devices and locations?
manage, and utilize data The findings suggest that
to generate meaningful universities are not effectively
insights that guide decision- deriving value from data.
making. For example, in Two key issues are hindering
student analytics, algorithms progress: the lack of
can analyze academic integrated platforms and a
performance, engagement, shortage of data expertise. 5. Predictive
and demographics to identify analytics 3. Data Analysis
Many universities struggle
at-risk students and offer with data integration, which Is data used for making Are departments
targeted, personalized is essential for effective predictions and informing conducting analysis of
the data?
support. Predictive analytics decisions (including learning
predictive analysis. They often analytics and operational
can also help optimize course use a combination of legacy trend predictions)?
offerings and resource systems and newer platforms,
allocation by examining which do not integrate well,
enrolment trends, student creating fragmented data
performance, and demand. ecosystems and numerous 4. Integration
As universities move toward silos. For example, data from Are data effectively
creating “smart campuses,” learning management systems integrated across system
they are increasingly using (LMS) may not seamlessly to maximize their usage?

data to optimize building merge with enrolment or

management and reduce academic performance
energy costs. Data can records, limiting universities’
further support broader ability to provide timely,
institutional goals like student personalized student support.
success, retention rates, (Figure 5)
and recruitment strategies,
ultimately enhancing
DC_Studio
institutional effectiveness.
40 KEY THEMES DATA MATURITY 41

FIGURE 5. GLOBAL DATA MATURITY

Store
80

75

Secure / 70 Access
Cybersecurity

65

60

Predict Analyze

Integrate

A
dditionally, universities insights to stakeholders. workforce are essential for
face a shortage of data There’s also a gap in universities to fully unlock the
expertise. Effective leadership’s understanding potential of their data.
data use requires not only of data; while senior leaders
the technical skills to clean, recognize its importance, they The analysis of data maturity
combine, and analyze data often lack the ability to ask also highlights a weakness
from various sources but the right questions to guide in universities’ cybersecurity
also a deep understanding data-driven decisions. In performance, which will be
of institutional goals and short, both an integrated data explored further in the
the ability to communicate system and a data-literate next section. DC_Studio
42 KEY THEMES CYBERSECURITY 43

CYBERSECURITY

C
ybersecurity is crucial
for universities, as
they handle vast 1. People & Culture
amounts of sensitive data,
from research to personal Ensures that students and staff possess adequate
student information. knowledge of cybersecurity, data protection, and privacy.
Protecting this data is not
just about technology. It
requires a comprehensive
framework that addresses
governance, assurance, 2. Technology
technology, and culture.13 A
robust cybersecurity strategy Evaluates whether the university has implemented a
ensures that universities can flexible, secure network infrastructure.
safeguard their information,
maintain trust, and prevent
costly breaches.
Cybersecurity Assessment 3. Policy & Governance
Framework: The DMI Measures the presence and implementation of
assesses universities’ comprehensive digital security policies across
cybersecurity across the institution.
three key dimensions:

AnnaStills
44 KEY THEMES CYBERSECURITY 45

GRAPH 13. GLOBE CYBERSECURITY PERFORMANCE

T
he results reveal that
while universities
generally have secure
technology and policies in
place for data protection,
their performance is weaker
in the “people” dimension.
(Graph 13) This suggests
that staff and students may
be the primary vulnerabilities
in cybersecurity. The trend is
consistent across all regions,

67%
People
77%
Technology
74%
Policy
with the highest scores in
technology, followed by
policy, and the lowest in the
people category. (Graph
14) This highlights the need
for universities to develop a
“human firewall” to mitigate
security risks.
GRAPH 14. CYBERSECURITY ACROSS REGIONS
To effectively address
cybersecurity challenges,
universities should focus
Latin America
and the Caribbean 59% 69% 68% on empowering staff and
students through regular and
comprehensive cybersecurity
training. This training should
Sub-Saharan Africa 65% 75% 72% emphasize the critical role that
individuals play in maintaining
security and highlight the
MENA 68% 78% 78% importance of adhering to
best practices, such as using
multi-factor authentication and
avoiding risky behaviours like
APAC 70% 78% 77% clicking on malicious links
or using weak passwords.
Additionally universities must
stay current with the evolving
Europe 71% 81% 75% cybersecurity landscape by
regularly updating policies,
technology, and regulatory
North America 72% 80% 77% compliance is crucial for
mitigating risks. Prioritizing
these areas will strengthen
defenses and improve
CYBERSECURITY KNOWLEDGE TECHNOLOGY POLICY overall security. Prostock-studio
46 KEY THEMES DIGITAL LEADERSHIP AND COMPETENCE 47

A
t various conferences According to the literature, The DMI survey evaluates
on digital transformation digital leaders need more than digital leadership and
in higher education just technical knowledge; they competence through
where the initial findings of play a crucial role in shaping the People and Culture
this report were presented, vision, influencing ideas, dimension, which includes
when participants were asked building trust, and fostering five key areas:
why technology initiatives a culture of collaboration,
often fail in universities, innovation, and lifelong

DIGITAL
most pointed to issues with learning.16 Digital leaders 1. Culture
people rather than technology must be both outward-facing,
itself. One participant anticipating change, and Assesses whether the

LEADERSHIP
echoed Laurillard’s 2008 inward-facing, transforming university encourages an
observation,14 noting that the higher education institution innovative environment that
university administrations (HEI) by refining and explores new technologies.

AND
often have leaders who developing core dimensions
are not comfortable with and processes affected by 2. Professional Development
technology, while those who digital transformation.17 This

COMPETENCE
Assesses whether staff
are comfortable with it rarely aligns with the definition of engage in ongoing
hold leadership positions. digital transformation as a professional development
series of deep, coordinated to stay current with
Another participant shifts in culture, workforce,
highlighted problem of technological advancements.
and technology. They
lacking sufficient support must also be critical of 3. IT Support
from senior management, technological determinism
resulting in sporadic and Examines the presence of
and solutionism, and in our
unsupported tech initiatives. a dedicated technology
times, understanding the
The 2023 survey of campus team supporting academics,
ethical challenges arose from
Chief Technology/Information researchers, and
technology, i.e.,
Officers published by Inside administrative staff.
artificial intelligence.
Higher Education shows
4. Digital Competence
a gap in perception: while
nearly three-quarters of Looks at the recognition
CIOs (73%) consider digital of digital competence in
transformation a “high recruitment, performance
priority” or “essential” for evaluations, and promotions.
their institution, only about
half (51%) believe that their 5. Digital Leadership
institution’s leaders share Evaluates the focus on
this view.15 cultivating digital leadership,
including self-assessment and
modeling digital behaviour by
decision-makers.

YuriArcursPeopleimages
48 KEY THEMES DIGITAL LEADERSHIP AND COMPETENCE 49

GRAPH 15. PEOPLE AND CULTURE

Cultivation of Digital Leadership 70%

Recognition of Digital Competence 70.7%

IT Support 76%

Engagement in Professional Develolpment 76%

Culture of Innovation 76%

T
he survey results reveal To bridge this gap,
that universities tend universities should prioritize
to perform weaker the development of digital
in digital leadership and leadership and competence.
competence compared to This includes integrating
other areas. (Graph 15) digital competence into
Specifically, the scores for recruitment, performance
cultivating digital leadership appraisals, and promotions,
(70%) and recognizing and investing in professional
digital competence (71%) development for staff.
are notably lower than those Additionally, technology
for an innovative culture, IT budgets should account
support, and professional for people development to
development. This trend is ensure that leaders and staff
consistent across all functional are equipped to drive and
areas, including Teaching support digital transformation
TO BRIDGE THIS and Learning, Research, effectively. Recognizing and
Professional Services, and cultivating digital skills will
GAP, UNIVERSITIES
Planning and Governance. enable universities to lead in
SHOULD PRIORITIZE Many universities struggle to digital innovation, enhance
THE DEVELOPMENT OF prioritize digital competence their operational efficiency,
in recruitment, performance and better prepare students
DIGITAL LEADERSHIP AND
appraisals, and promotions, for the future.
COMPETENCE. which can impede the support
for digital initiatives. Garakta-Studio
50 CONCLUSIONS 51

CONCLUSIONS
KEY INSIGHTS AND 2. Impact on Societal higher-income regions need RECOMMENDATIONS
RECOMMENDATIONS FROM Development to improve their strategy and
THE DMI SURVEY focus on people development 1. Address the Global Digital
Higher education is crucial to better utilize and sustain Divide: Promote initiatives
The DMI survey reveals for tackling global challenges their advanced technologies. to share best practices and
critical areas for improvement such as healthcare and provide technical support
across four major areas: climate change. Universities Data Maturity and to lower-resource universities.
Global Digital Equity, Data in digitally underserved Cybersecurity Prioritize investments in
Maturity, Cybersecurity, regions are less equipped basic digital infrastructure,
to contribute effectively People development is key to particularly in
and Digital Leadership
to national and global advancing both data maturity underserved regions.
and Competence.
problem-solving efforts, and cybersecurity. While
Global Digital Divide impeding progress on critical universities have improved 2. Enhance Data Analytics
development goals. data access, many still Capabilities: Focus on
A notable disparity exists struggle to extract value. The integrating data platforms
between high- and low- 3. Hindered Research and appointments of Chief Data and building expertise in data
resource universities. Innovation Officers in some institutions is analytics. Universities should
Institutions in wealthier a positive step toward better invest in training and
regions benefit from greater The reliance on digital tools data integration, governance, system improvements to
access to reliable internet, for research and innovation and decision-making. fully leverage data for
learning management makes the divide a barrier to However, a shortage of skilled decision-making.
systems, and video international collaboration. data professionals highlights
conferencing tools, as well as Universities in lower-resource the need for expertise and 3. Improve Data and
a higher level of development settings face difficulties leadership across all areas, Cybersecurity Literacy:
in emerging technologies. in participating in global not only in professional Implement comprehensive
This divide presents several research partnerships and services but also in academic training programs for staff and
consequences: academic exchanges, departments. In cybersecurity, students on data management
which limits their ability the human factor remains and cybersecurity.
1. Educational Inequity to contribute to and the most vulnerable aspect, Make this training a core
benefit from international making it a critical focus for component of the university’s
The digital divide deepens knowledge networks. digital strategy.
inequalities in access to improvement.
education. Universities The above indicates the Digital Leadership and 4. Cultivate Digital
in poorer regions often need for investment in Competence Leadership: Integrate digital
struggle with unreliable technology infrastructure in leadership development into
internet and limited digital lower-resourced regions. Additionally, the survey strategic plans. Develop
infrastructure, restricting However, universities in low- reveals a lack of recognition reward systems for digital
students’ opportunities for income countries, despite for digital leadership and leadership and ensure
online learning, accessing facing budget constraints digital competence across technology budgets include
educational resources, and and infrastructure challenges, academic, research, provisions for training and
engaging in global academic often show more efficient and administrative units, workforce development,
networks. This imbalance use of available resources, weakening institutes’ capacity making people development
results in unequal learning demonstrating sustainability to manage technological a key priority alongside
and research opportunities. in their technology use. change effectively. technology acquisition
Meanwhile, universities in

DC_Studio
52 CONCLUSIONS CONCLUSIONS 53

ASSESSING THE IMPACT OF Are these concerns valid, deeper into AI readiness AUTHORS
FOOTNOTES

DISRUPTIVE INNOVATIONS or are they just background and examine the digital 1. Mustafa Suleyman. (2023). The Coming Wave. Crown

noise? To answer this, divide at a more granular

2. Forbes Business Council. (2024, January 25). Embracing the future with

ON HIGHER EDUCATION quantum computing in higher education. Forbes. https://ww.forbes.com/sites/ Louise Lee
universities must evaluate level, including institutional
forbesbusinesscouncil/2024/01/25/embracing-the-future-with-quantum-computing-in-
Principal Consultant, THE Consultancy
Back in 2011, Clayton
higher-education/

their digital maturity, align specifics and budget 3. Arizona State University. (n.d.). OpenAI. ai.asu.edu. https://ai.asu.edu/openAI

Christensen, a leading their transformation efforts considerations. By providing

4. Marks, A., & AL-Ali, M. (2020). Digital Transformation in Higher Education: A Framework

for Maturity Assessment. International Journal of Advanced Computer Science and Ashley Mok
authority on disruptive with strategic goals, and insights into technology-
Applications, 11(12). https://doi.org/10.14569/ijacsa.2020.0111261.
Deputy Director, THE Consultancy
innovation, warned that
5. Educause is a nonprofit association in the United States whose mission is to advance

benchmark against both peer enabled sustainability and higher education through the use of information technology.

universities could face

6. JISC is a UK-based digital, data and technology agency focused on tertiary education,

institutions in the broader various types of technology, research and innovation. Danhua Wang
obsolescence if they failed educational landscape. THE seeks to offer valuable
7. OECD. (2023). Digital equity and inclusion in education: An overview of practice and

policy in OECD countries (OECD Education Working Paper No. 299). OECD Publishing.
Research Analysis Manager, THE Consultancy
to adapt to the growing guidance for institutions
8. The countries/regions covered in this figure include Algeria, Angola, Argentina, Australia,

availability of digital content Many enterprise applications

Austria, Azerbaijan, Bahrain, Bangladesh, Belgium, Bosnia and Herzegovina, Brazil, Brunei,

at different stages of Bulgaria, Burkina Faso, Canada, Chile, China, Colombia, Costa Rica, Croatia, Cyprus,

and development in online today have embedded AI digital transformation.

Czech Republic, Denmark, Ecuador, Egypt, Estonia, Ethiopia, Fiji, Finland, France, Georgia,

Germany, Ghana, Greece, Guatemala, Hong Kong, Hungary, India, Indonesia, Iran, Iraq,
REVIEWERS
learning technologies, functionality, universities Ireland, Israel, Italy, Rwanda, Japan, Jordan, Kazakhstan, Kenya, Kuwait, Latvia, Lebanon,

alongside the changing values must assess their ability to

Lithuania, Luxembourg, Macao, Malaysia, Mali, Mauritius, Mexico, Morocco, Netherlands,

New Zealand, Nigeria, Norway, Oman, Pakistan, Peru, Philippines, Poland, Portugal, Dr Ishan Cader
and perceptions shaped by leverage these technologies Puerto Rico, Qatar, Romania, Russia, Saudi Arabia, Singapore, Slovakia, Slovenia, South

Africa, South Korea, Spain, Sri Lanka, Sudan, Sweden, Switzerland, Taiwan, Thailand,
Director, THE Consultancy
these advancements. While18
while ensuring their secure Tunisia, Turkey, Uganda, Ukraine, United Arab Emirates, United Kingdom, United States,

and effective use. The 2024

Uzbekistan, Venezuela, Vietnam, and Zimbabwe.

this prediction has not fully 9. The World Bank’s definitions for high income, upper middle income, lower middle, and

materialized, the landscape Digital Maturity Index (DMI) DATA AND SURVEY CONTRIBUTORS
low income countries are used here.

10. See footnote 8.

evolved significantly. represents the first attempt to 11. The countries/regions covered in this figure include: Algeria, Angola, Argentina,

THE 2024 DIGITAL

Australia, Austria, Azerbaijan, Bahrain, Bangladesh, Belgium, Bosnia and Herzegovina,

provide such a benchmark. Brazil, Brunei, Bulgaria, Burkina Faso, Canada, China, Colombia, Cyprus, Czech Republic, Matt Mortimer
A decade later Michael It examines the global digital
Denmark, Egypt, Ethiopia, Finland, France, Georgia, Germany, Ghana, Greece, Hong Kong,
Head of Digital Marketing, THE
D. Smith19 extended this landscape, focusing on
MATURITY INDEX (DMI) Hungary, India, Indonesia, Iran, Iraq, Ireland, Italy, Japan, Jordan, Kazakhstan, Kenya,

Lebanon, Lithuania, Luxembourg, Malaysia, Mauritius, Mexico, Morocco, Netherlands,

concern by highlighting that REPRESENTS THE FIRST

New Zealand, Nigeria, Norway, Oman, Pakistan, Peru, Philippines, Poland, Qatar, Russia,

strategy, people, data, and Rwanda, Saudi Arabia, Singapore, Slovakia, South Africa, South Korea, Spain, Sri Lanka, Rowen Elliott
universities might struggle not technology utilization within Consultant, THE Consultancy
ATTEMPT TO PROVIDE
Switzerland, Taiwan, Thailand, Turkey, Uganda, Ukraine, United Arab Emirates, United

Kingdom, United States, Uzbekistan, and Vietnam.

only due to the proliferation higher education.

SUCH A BENCHMARK. IT
12. See footnote 11.

of online learning but also

13. Universities UK. (2023). Cyber security and universities: Managing the risk (2023

update). Universities UK. https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/ Kajal Ghaghada

because businesses and Times Higher Education EXAMINES THE GLOBAL publications/cyber-security-universities-managing-risk
Senior Research Executive, THE Consultancy
industries are developing new (THE) aims to support
DIGITAL LANDSCAPE,
14. Laurillard, D. (n.d.). Digital technologies and their role in achieving our ambitions for

methods for credentialing universities in meeting

education [Lecture]. University College. https://discovery.ucl.ac.uk/id/eprint/10000628/1/

FOCUSING ON STRATEGY,
Laurillard2008Digital_technologies.pdf

and job placement, such diverse and evolving student ACKNOWLEDGMENT

PEOPLE, DATA, AND
15. Inside Higher Ed. (2023). 2023 Survey of campus chief technology/information officers.

as digital badges and AI- needs through tailored digital Inside Higher Ed. https://www.insidehighered.com/news/survey/2023-survey-campus-chief-

driven assessments. These maturity assessments. The ChatGPT

technology-officers. https://www.insidehighered.com/reports/2023/10/06/2023-survey-

developments threaten current survey addresses

TECHNOLOGY UTILIZATION campus-chief-technologyinformation-officers.

16. Sheninger E. Digital Leadership: Changing paradigms for changing times. London:
Assistant, OpenAI
WITHIN HIGHER
Corwin Press; 2019.

the traditional role of basic infrastructure and 17. Ehlers, U. D. (2020). Journal of Higher Education Policy and Leadership Studies, 1(3), ChatGPT was used refined the content of this paper.

EDUCATION.
6-14. DOI: https://dx.doi.org/10.29252/johepal.1.3.6

university in gatekeeping and global digital equity, while 18. Christensen, C. M., & Eyring, H. J. (2011). The innovative university: Changing the DNA

degree granting. future surveys will delve

of higher education from the inside out. Jossey-Bass.

19. Smith, M. D. (2023). The Abundant University. MIT Press.

Mathias Reding