The impacts of digitisation on modern organisational effectiveness: A case study at
Victory Educational Centre
A dissertation submitted in partial fulfilment of the degree of Postgraduate Diploma in
Management
By
Andrews Fosu
402204530
Supervisor
Dr Stephen Akandwan
2023
1
Declaration
This research has not been previously accepted for any degree and is not being
currently considered for any other degree at any other Institution.
I declare that this Dissertation contains my own work except where specifically
acknowledged.
Student name: Andrews Fosu
Student number: 402204530
Signed: Andrews Fosu
Date: 05/06/2023
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Abstract
This case study explores the impacts of digitisation on the effectiveness of modern
organisations, focusing on Victory Educational Centre as a representative example. The rapid
advancements in digital technologies have revolutionized various aspects of organisational
operations and management. This study aims to examine the transformative effects of
digitisation on Victory Educational Centre and its ability to enhance organisational
effectiveness.
The research methodology employed a mixed-methods approach, combining qualitative
interviews with key stakeholders with relevant data. The study identified several key findings
regarding the impacts of digitisation on organisational effectiveness.
Firstly, the adoption of digital tools and technologies has streamlined administrative processes
at Victory Educational Centre. Digital platforms for data management, communication, and
collaboration have improved efficiency, reduced paperwork, and enhanced decision-making
processes. This has resulted in improved resource allocation and time management, ultimately
leading to increased organisational effectiveness.
Secondly, digitisation has revolutionized teaching and learning methodologies at Victory
Educational Centre. The integration of digital technologies in classrooms, such as interactive
whiteboards, online learning platforms, and multimedia resources, has facilitated personalized
and engaging learning experiences. Students' access to a wide range of educational resources
and interactive learning materials has contributed to enhanced academic outcomes, increased
student engagement, and improved overall effectiveness in the educational process.
Thirdly, digitisation has revolutionized communication and engagement with stakeholders.
Victory Educational Centre has leveraged digital communication channels, including social
media platforms, email, and instant messaging apps, to establish effective two-way
communication with students, parents, and staff. This has improved transparency,
responsiveness, and collaboration, fostering a stronger sense of community and trust within the
organisation.
Lastly, digitisation has enabled data-driven decision-making at Victory Educational Centre.
Through the collection and analysis of vast amounts of data, the organisation has gained
valuable insights into student performance, teaching methodologies, and operational
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efficiency. These insights have informed evidence-based decision-making, allowing the
organisation to implement targeted interventions, personalize learning approaches, and
optimize resource allocation, thereby further improving organisational effectiveness.
Overall, this case study highlights the significant positive impacts of digitisation on modern
organisational effectiveness at Victory Educational Centre. The findings underscore the
importance of embracing digital technologies in education and organisational contexts to
enhance efficiency, innovation, and stakeholder engagement. The study provides valuable
insights for educational institutions and other organisations seeking to leverage digitisation for
improved effectiveness and sustainable growth in the digital age.
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Contents
Cover page ………………………………………………………………………………….1
Declaration …………………………………………………………………………………. 2
Abstract ………………………………………………………………………………… 3 – 4
Table of content ………………………………………………………………………...5 – 8
Acknowledgement ……………………………………………………………………. ……9
CHAPTER 1: INTRODUCTION ................................................................................. 10
1.1 Introduction....................................................................................................... 10
1.2 Background ....................................................................................................... 11
1.3 Problem statement ............................................................................................. 13
1.4 Aim of the Study ............................................................................................... 14
1.4.1 Research Questions ...................................................................................... 14
1.4.2 Objectives of the Study ................................................................................ 14
1.5 Rationale and significance of the study................................................................. 15
1.6 Preliminary Literature review .............................................................................. 15
1.7 Research Methodology ....................................................................................... 17
1.7.1 Research Paradigm ...................................................................................... 17
1.7.2 Research approach ....................................................................................... 17
1.7.3 Research Design .......................................................................................... 17
1.7.4 Target population ........................................................................................ 18
1.7.5 Sampling .................................................................................................... 18
1.7.6 Data analysis ............................................................................................... 19
1.7.7 Trustworthiness of the study ......................................................................... 19
1.7.8 Ethical considerations .................................................................................. 20
1.7.9 Chapter layout ............................................................................................. 21
CHAPTER 2: LITERATURE REVIEW ....................................................................... 23
2.1 Introduction....................................................................................................... 23
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2.2 An overview of Digitisation and Organisational Effectiveness ................................ 23
2.3 The theoretical framework of this study................................................................ 24
2.4 Operational Efficiency in the Context of Digitisation ............................................. 26
2.5 Customer Satisfaction and Digital Transformation................................................. 27
2.6 Challenges of Implementing Digital Transformation.............................................. 28
2.7 Digitisation and organisational effectiveness ......................................................... 29
2.8 Influence of digitisation on corporate decision-making procedures in organisation.... 30
2.9 Digitisation impacts on the employees and productivity ......................................... 31
2.10 Influence of digitisation on employee attitudes and actions ................................... 33
2.11 The impacts of digitisation on organisational corporate culture ............................. 34
2.12 Digitalisation's effects on VEC's organisational effectiveness ............................... 35
2.13 Conclusion ...................................................................................................... 36
CHAPTER 3: RESEARCH METHODOLOGY AND DESIGN ...................................... 38
3.1 Introduction....................................................................................................... 38
3.2 Research Paradigm ............................................................................................ 38
3.3 Research approach ............................................................................................. 39
3.4 Research Design ................................................................................................ 40
3.5 Target population ............................................................................................... 40
3.6 Sampling .......................................................................................................... 41
3.7 Data analysis ..................................................................................................... 42
3.8 Trustworthiness of the study ............................................................................... 42
3.8.1 Credibility .................................................................................................. 43
3.8.2 Transferability ............................................................................................. 43
3.8.3 Conformability ............................................................................................ 43
3.8.4 Dependability .............................................................................................. 43
3.9 Ethical considerations......................................................................................... 44
3.10 Conclusion ...................................................................................................... 45
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CHAPTER 4: DATA ANALYSIS & DISCUSSION ...................................................... 46
4.1 Introduction....................................................................................................... 46
4.2 The description and demographics of the participants ............................................ 46
4.3 Summary of themes .......................................................................................... 47
4.3 Objective 1: Impacts of digitisation on organisational effectiveness at Victory
Educational Centre .................................................................................................. 50
4.3.1 Theme 1: Enhanced operational efficiency ..................................................... 50
4.3.2 Theme 2: Fostering innovation ...................................................................... 50
4.3.3 Theme 3: Increased customer satisfaction ....................................................... 51
4.3.4 Theme 4: Changes in organisational culture.................................................... 52
4.4 Objective 2: Challenges faced by Victory Educational Centre in implementing digital
transformation initiatives.......................................................................................... 53
4.4.1 Theme 1: Resistance to change ..................................................................... 53
4.4.2 Theme 2: Financial constraints ...................................................................... 54
4.4.3 Theme 3: Technical difficulties ..................................................................... 55
4.4.4 Theme 4: Skills and training gaps .................................................................. 56
4.5 Objective 3: Opportunities emerging from the digitisation process at Victory Educational
Centre .................................................................................................................... 56
4.5.1 Theme 3: Expansion of educational offerings ................................................. 56
4.5.2 Theme 2: Access to global resources ............................................................. 57
4.5.3 Theme 3: Enhancing student employability .................................................... 58
4.5.4 Theme 4: Data-driven decision-making .......................................................... 59
4.6 Objective 4: Practical insights and recommendations for other educational institutions
.............................................................................................................................. 60
4.6.1 Theme 1: Importance of leadership and vision ................................................ 60
4.6.2 Theme 2: Strategic planning and resource allocation ....................................... 61
4.6.3 Theme 3: Collaboration and partnership ......................................................... 61
4.6.4 Theme 4: Monitoring and evaluation ............................................................. 62
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4.7 Conclusion ........................................................................................................ 63
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS & RECOMMENDATIONS 64
5.1 Summary of Findings ......................................................................................... 64
5.2 Interpretation of Findings ................................................................................... 65
5.3 Implications of the Study .................................................................................... 67
5.4 Recommendations for Victory Educational Centre ................................................ 68
5.5 Recommendations for Future Research ................................................................ 70
5.6 Limitations of the Study ..................................................................................... 71
5.7 Concluding Remarks .......................................................................................... 72
References ................................................................................................................. 75
SEMI – STRUCTURED INTERVIEWS ....................................................................... 80
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Acknowledgment
I would like to express my heartfelt appreciation to the following individuals who have made
invaluable contributions to the completion of my dissertation:
First and foremost, I would like to dedicate this dissertation to my late Mother, Emmanuella
Ankamaa. Her love, guidance, and unwavering belief in me have been a constant source of
inspiration. Though she is no longer with us, her memory and influence continue to drive me
towards excellence.
I would also like to extend my deepest gratitude to my colleague, Mrs. Helen Dumbe. Her
expertise, support, and insightful feedback have been instrumental in shaping the direction of
my research. Her dedication to academic excellence and her willingness to share her knowledge
have been truly invaluable.
To my children, Phineshas Okrah-Fosu and Franklina Owusu Dukuaa, and their beloved
mother, Esther Assiama, I am profoundly grateful for your unwavering support and
understanding. Your love, patience, and encouragement have sustained me throughout this
challenging journey. I am blessed to have such an incredible family by my side.
Although this acknowledgment is brief, it does not diminish the immense gratitude I feel
towards these individuals. Their influence and contributions have been indispensable, and I am
forever grateful for their presence in my life.
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CHAPTER 1: INTRODUCTION
1.1 Introduction
In today’s 21st century, the rapid advances in information and communication technologies
(ICTs) have significantly transformed the way organisations conduct their daily operations,
leading to increased efficiency, productivity, and innovation (Bharadwaj et al., 2013). The
process of digitisation, which involves the conversion of analogue information into digital
format and the integration of digital technologies into organisational practices, has emerged as
a key driver of this transformation (Berman, 2012). Consequently, there has been a growing
interest in understanding the impacts of digitisation on organisational effectiveness, which
refers to the extent to which an organisation can achieve its goals and objectives (Kaplan &
Norton, 1992).
This research aimed to provide an in-depth, comprehensive, and thorough analysis of the
impacts of digitisation on modern organisational effectiveness, using the case study of Victory
Educational Centre (VEC). VEC is an educational institution that has recently embarked on a
digital transformation journey to enhance its overall performance and competitiveness in the
educational sector. By examining VEC's experience, this study will contributed to the broader
discourse on the benefits and challenges of digitisation and its implications for organisations
in various industries.
The concept of digitisation has its roots in the early days of computing when electronic data
processing systems were first introduced to replace manual processes (Yoo et al., 2010). Over
the past two decades, however, the scope of digitisation has expanded significantly,
encompassing not only the automation of tasks but also the integration of digital technologies
into various aspects of organisational life, such as strategy, culture, and structure (Nambisan et
al., 2019).
The rise of digitisation can be attributed to several factors, including the proliferation of
internet-based services, the ubiquity of mobile devices, and the availability of affordable and
user-friendly digital tools (Bughin et al., 2019). These developments have enabled
organisations to access vast amounts of data, streamline their processes, and engage with
stakeholders in new and innovative ways (Mithas et al., 2021).
Numerous studies have documented the positive effects of digitisation on organisational
effectiveness, particularly in terms of operational efficiency, innovation, and customer
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satisfaction (Fitzgerald et al., 2014; Matt et al., 2015; Verhoef et al., 2019). For instance, the
adoption of digital technologies can lead to cost savings, faster decision-making, and improved
collaboration among employees (Huang et al., 2020). Moreover, digitisation can enhance an
organisation's ability to adapt to changing market conditions and respond to the needs and
preferences of its customers (Zott & Amit, 2017).
Despite its potential benefits, the process of digitisation also poses various challenges for
organisations. These include the need to invest in new technologies and infrastructure, the risk
of data breaches and privacy concerns, and the potential displacement of jobs due to automation
(Brynjolfsson & McAfee, 2014; Traumer et al., 2021). Moreover, organisations may struggle
to navigate the complexities of digital transformation and to align their digital initiatives with
their overall strategy and objectives (Kane et al., 2019).
It against this backdrop that this study seeks to examine the impacts of digitisation on the
effectiveness of Victory Educational Centre (VEC), an educational institution that has recently
embarked on a digital transformation journey. By shedding light on VEC's experience, this
research will provide valuable insights into the opportunities and challenges associated with
digitisation and offer practical guidance for organisations seeking to harness the power of
digital technologies to enhance their performance and competitiveness.
1.2 Background
The beginning of 2010 can be used to mark the new trend of technological and organisational
transformation known as digitisation (Brynjolfsson and McAfee 2011), as noted by Audrina
(2019). Practically everything has been converted into computer-friendly 1s and 0s,
challenging how we walk, speak, purchase, finance, and even unwind and enjoy ourselves.
(The Business & Financial Times, 2022). In the context of enterprises, digitisation also refers
to significant changes in an organisation. It is a broad idea rather than a single technology and
appears to be a catch-all word formed around technical development and intensive data
utilization. (Audrina 2019).
Digitisation has had a tremendous impact on the workforce, the required skill set, and the way
managers and employees interact and collaborate inside an organisation. Business
organisations now have more options, but technology and digitisation have also changed
organisational structures and decision-making procedures. (Kluwer 2022). For many
organisations, from a "nice to have" to a "must-have," this must-have forces them to
immediately adapt and modernize to maintain their operations. While some businesses may
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find digitisation to be a challenging endeavour, the pandemic has demonstrated that a solid
business strategy necessitates promptly recognizing opportunities for digital transformation
and putting those initiatives into motion.
According to Thibodean (2013), cited by Tsvuura and Ngulube (2013), the shift from paper
records to digital records and finally to digital records management has been acknowledged
and implemented on a global scale (2013). Despite its dispersed array of successes, failures,
and obstacles. There are gaps in the quality of service delivery as a result of the switch from
paper to digital records and archives (Ambira et al 2019). The absence of policies for
information sharing and administration of digital records hinders coordination and information
sharing (Tsvuura and Ngulube 2021).
The longevity, stability, and calibre of service provided through electronic platforms are
seriously jeopardized by the absence of a comprehensive framework for keeping digital data
(Ambira et al 2019), cited by Tsvuura and Ngulube (2021). The success of digitisation
initiatives is also influenced by the level of e-literacy and technological access among citizens,
particularly when these programs call on individuals to interact with new technology. By
digitizing the records, the organisation has increased productivity and safeguarded the records
and information from disasters, theft, and loss. It has met the organisational standards and
makes record retrieval simpler.
Even though businesses tout the best and most recent technologies, they have available, their
organisations lack the capacities and perspectives necessary to handle this shift (Westerman et
al 2011), according to Gupta (2018). The technologies that enable digitisation transformation,
necessitate a fundamental shift in organisational procedures, technological capacities, and
employee behaviour. Numerous socio-technical problems and difficulties are brought on by
this vast transformation (Mahmood et al 2019). The purpose of this study is to analyse the
influence of digitization on organisational performance, stressing both positive and negative
aspects. Given the growing attention to digitisation, its resulting potential agility, and
associated benefits. Although this condition enhances the expectations for flexibility, speed,
dependability, and quality, it poses issues and challenges for operations of the transitions from
existing gaps in the quality of service delivery (Ambira et al 2019). Coordination and
information sharing are hampered by the lack of policies for the administration of digital data
(Tsvuura and Ngulube 2021). The lack of a comprehensive framework for maintaining digital
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data greatly jeopardizes the continuity, stability, and quality of services offered through the
electronic platform (Ambra et al 2019), cited by Tsvuura and Ngulube (2021).
1.3 Problem statement
The digital revolution has brought forth unprecedented opportunities and challenges for
organisations across various sectors, as they strive to remain competitive and efficient in an
increasingly interconnected world (Bughin et al., 2019). The process of digitisation,
encompassing the adoption and integration of digital technologies into organisational practices,
has emerged as a key driver of change, impacting every facet of organisational life, including
strategy, culture, and structure (Nambisan et al., 2019). Despite the growing body of literature
on digitisation and its potential benefits for organisational effectiveness, there remains a
significant knowledge gap in understanding the specific impacts of digitisation on
organisations, particularly in the context of educational institutions (Mithas et al., 2021).
Victory Educational Centre (VEC) serves as an ideal case study to investigate the impacts of
digitisation on modern organisational effectiveness. As an educational institution, VEC faces
unique challenges and opportunities in the digital age, including shifting educational
paradigms, increased competition, and evolving student needs and expectations (Huang et al.,
2020). To stay competitive and enhance its organisational effectiveness, VEC has embarked
on a digital transformation journey, incorporating digital technologies into various aspects of
its operations, such as teaching and learning, administration, and communication (Kane et al.,
2019).
While several studies have documented the positive effects of digitisation on organisational
effectiveness, including operational efficiency, innovation, and customer satisfaction
(Fitzgerald et al., 2014; Matt et al., 2015; Verhoef et al., 2019), the majority of these studies
have focused on large corporations or specific industries, leaving a gap in the literature
pertaining to educational institutions like VEC. Furthermore, there is a need to delve deeper
into the challenges associated with the implementation of digital transformation initiatives,
such as data privacy concerns, technological infrastructure investments, and resistance to
change among employees (Brynjolfsson & McAfee, 2014; Traumer et al., 2021).
Consequently, this research aims to address the following problem statement: To what extent
does digitisation impact the organisational effectiveness of Victory Educational Centre, and
what are the key challenges and opportunities associated with the implementation of digital
transformation initiatives within this educational institution? By exploring this problem
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statement, this study will contribute to the existing body of knowledge on the impacts of
digitisation on organisational effectiveness, particularly in the context of educational
institutions. Additionally, the findings of this research will offer valuable insights and practical
guidance for other organisations seeking to navigate the complexities of digital transformation
and to harness the power of digital technologies to enhance their performance and
competitiveness.
1.4 Aim of the Study
The primary aim of this study is to investigate the impacts of digitisation on the organisational
effectiveness of Victory Educational Centre (VEC), an educational institution undergoing
digital transformation. This research seeks to explore the key opportunities and challenges
associated with the implementation of digital transformation initiatives within the context of
an educational institution and provide laudable insights for other organisations seeking to
navigate the complexities of digital transformation.
1.4.1 Research Questions

How does digitisation impact the organisational effectiveness of Victory Educational
Centre?

What are the key challenges that Victory Educational Centre faces in implementing
digital transformation initiatives?

What are the main opportunities that arise from the digitisation process at Victory
Educational Centre?

How can the experiences and lessons learned from the digital transformation journey
of Victory Educational Centre inform the strategies and practices of other educational
institutions and organisations undergoing digital transformation?
1.4.2 Objectives of the Study

To critically assess the impacts of digitisation on the organisational effectiveness of
Victory Educational Centre, focusing on operational efficiency, innovation, and
customer satisfaction.

To identify and evaluate the key challenges faced by Victory Educational Centre in
implementing digital transformation initiatives.

To explore the opportunities that emerge from the digitisation process at Victory
Educational Centre.
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
To derive practical insights and recommendations from the case study of Victory
Educational Centre that can be applied to other educational institutions and
organisations seeking to enhance their performance and competitiveness through digital
transformation.
1.5 Rationale and significance of the study
Digitisation has become a critical aspect of modern-day businesses, and its impact on
organizational effectiveness has been a subject of interest to scholars and practitioners alike.
The rationale for this study is to examine the impacts of digitisation on organisational
effectiveness with a case study of Victory Educational Centre. This study aims to explore how
digitisation has affected the organisation's operations, communication, collaboration, and
overall performance. Furthermore, while there is a growing body of literature on digitisation
and organisational effectiveness, limited studies have been conducted in the educational sector.
Thus, this study's focus on Victory Educational Centre provides an opportunity to examine how
digitisation has influenced the educational sector's operations and effectiveness.
This study's significance lies in its ability to provide insights into the impacts of digitisation on
modern organisational effectiveness, particularly in the educational sector. The findings of this
study could be useful for educational institutions and other organisations looking to implement
digitisation strategies or improve their existing ones. The study's findings could also provide
guidance on how to enhance communication, collaboration, and productivity in organisations,
as well as identify the challenges that organisations face when implementing digitisation
strategies. Furthermore, the study's results could be useful for policymakers and other
stakeholders interested in the educational sector's digital transformation, particularly in
developing countries.
1.6 Preliminary Literature review
The concept of digitisation refers to the integration of digital technologies into various aspects
of organisational life, transforming the way organisations conduct their daily operations
(Berman, 2012). Studies have shown that digitisation can lead to significant improvements in
organisational effectiveness, particularly in terms of operational efficiency, innovation, and
customer satisfaction (Fitzgerald et al., 2014; Matt et al., 2015; Verhoef et al., 2019). For
instance, digital technologies can streamline processes, facilitate decision-making, and enhance
collaboration among employees, resulting in cost savings and increased productivity (Huang
et al., 2020). Moreover, digitisation can help organisations to adapt more effectively to
15
changing market conditions and respond to the needs and preferences of their customers, which
ultimately contributes to their overall competitiveness (Zott & Amit, 2017).
Educational institutions, like Victory Educational Centre, face unique challenges and
opportunities in the digital age. The integration of digital technologies into the educational
context can lead to various benefits, such as improved teaching and learning experiences,
personalised learning, and more efficient administrative processes (Bates, 2019). For example,
the adoption of learning management systems (LMS) and other educational technologies can
enable institutions to offer a more engaging and interactive learning environment for students,
thereby enhancing student satisfaction and academic performance (Al-Emran et al., 2018).
Furthermore, digitisation can facilitate more effective communication and collaboration
between educational institutions and their stakeholders, including students, parents, and staff
(Dahlstrom et al., 2014).
Despite the potential benefits of digitisation, organisations face various challenges when
implementing digital transformation initiatives. These challenges include the need to invest in
new technologies and infrastructure, the risk of data breaches and privacy concerns, and the
potential displacement of jobs due to automation (Brynjolfsson & McAfee, 2014; Traumer et
al., 2021). In addition, organisations may struggle to navigate the complexities of digital
transformation and to align their digital initiatives with their overall strategy and objectives
(Kane et al., 2019). This may result in resistance to change among employees and difficulties
in managing the transition to a more digitally oriented organisational culture (Mithas et al.,
2021).
Organisations seeking to harness the power of digital technologies to enhance their
performance and competitiveness need to adopt a strategic approach to digital transformation.
This involves creating a clear vision for digital transformation, aligning digital initiatives with
the organisation's overall strategy and objectives, and fostering a culture of innovation and
continuous learning (Matt et al., 2015; Westerman et al., 2014). Furthermore, organisations
need to invest in the development of their human capital, equipping employees with the
necessary digital skills and competencies to navigate the digital landscape effectively (Kane et
al., 2019). Finally, organisations should establish robust mechanisms for monitoring and
evaluating the success of their digital transformation initiatives, enabling them to adapt and
respond to the rapidly evolving digital environment (Bughin et al., 2019).
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1.7 Research Methodology
1.7.1 Research Paradigm
Research paradigm refers to the broad philosophical framework or perspective that guides a
research study. It includes the researcher's assumptions, beliefs, values, and worldview that
shape the research design, methodology, and data analysis.
Interpretivism paradigm is suitable for this study because it is concerned with the meaningmaking processes of individuals and groups in a social context. The study aims to examine the
impacts of digitisation on modern organisational effectiveness at Victory Educational Centre,
and this requires an understanding of the perceptions, attitudes, and experiences of the
stakeholders involved. Interpretivism paradigm allows the researcher to explore and interpret
the subjective meanings and interpretations of the participants, which is essential in
understanding the impact of digitisation on modern organisational effectiveness.
1.7.2 Research approach
Research approach refers to the general strategy or plan that a researcher employs to collect,
analyze, and interpret data. Qualitative research approach is a type of research that focuses on
understanding and interpreting the subjective experiences, attitudes, and perceptions of
individuals or groups in a social context. It is concerned with exploring and interpreting the
social phenomena under investigation, rather than testing a hypothesis or predicting an
outcome.
Qualitative research approach is suitable for this study because it allows the researcher to
collect in-depth and rich data that captures the complexity and diversity of the social
phenomena under investigation. The study aims to examine the impacts of digitisation on
modern organisational effectiveness at Victory Educational Centre, and this requires an
understanding of the stakeholders' experiences, attitudes, and perceptions regarding
digitisation. Qualitative research approach enables the researcher to collect detailed and
nuanced data on the participants' experiences and perspectives, which is essential in
understanding the impact of digitisation on modern organisational effectiveness.
1.7.3 Research Design
Research design refers to the overall plan or strategy that guides a research study, including the
methods and procedures for collecting and analyzing data. Case study design is a research
method that involves the in-depth examination and analysis of a particular phenomenon or case,
such as an individual, group, or organization. It is a qualitative research method that seeks to
17
understand the complexities and nuances of the phenomenon under investigation by examining
it in its natural setting and collecting data from multiple sources.
Case study design is suitable for this study because it allows the researcher to explore and
understand the impacts of digitisation on modern organisational effectiveness at Victory
Educational Centre in-depth. The case study design enables the researcher to collect data from
multiple sources, such as interviews, observations, and documents, which provides a
comprehensive and detailed understanding of the research problem. Moreover, case study
design is appropriate when the research question is focused on a specific case, such as an
organisation, and when the researcher seeks to examine the context-specific factors that affect
the phenomenon under investigation.
1.7.4 Target population
Target population refers to the group of individuals or objects that the researcher is interested
in studying and to which the study findings are intended to be generalizable. In this study, the
target population is the staff and students of Victory Educational Centre who are directly or
indirectly affected by the impacts of digitisation on modern organisational effectiveness.
According to Creswell and Creswell (2018), the target population is the group of individuals
or objects that the researcher intends to study and to which the study findings are intended to
be generalizable. Similarly, Neuman (2019) argues that the target population is the group of
individuals or objects that the researcher is interested in studying and to which the study
findings are intended to be applied.
1.7.5 Sampling
Sampling refers to the process of selecting a subset of individuals or objects from a larger
population to represent the population in a research study. Purposive sampling is a nonprobability sampling method that involves selecting individuals or objects based on specific
criteria that are relevant to the research question or objectives. It is a targeted approach to
sampling that aims to select participants who are most likely to provide relevant and useful
data.
Purposive sampling is suitable for this study because it allows the researcher to select
participants who are directly or indirectly affected by the impacts of digitisation on modern
organisational effectiveness at Victory Educational Centre. The researcher can select
participants based on specific criteria such as their level of involvement in the educational
setting, their role in the adoption and implementation of digital technologies, and their
18
experiences and perspectives regarding the impact of digitisation on modern organisational
effectiveness.
1.7.6 Data analysis
Data analysis refers to the process of examining and interpreting data to identify patterns,
themes, and insights that address the research question or objectives. Thematic analysis is a
qualitative data analysis method that involves identifying, analyzing, and reporting patterns,
themes, and concepts that emerge from the data. It is a flexible and iterative approach that
allows the researcher to identify and explore the richness and complexity of the data.
Thematic analysis is suitable for this study because it allows the researcher to identify and
analyze patterns, themes, and concepts that emerge from the data regarding the impact of
digitisation on modern organisational effectiveness at Victory Educational Centre. The
thematic analysis approach enables the researcher to explore and interpret the data in a way
that is sensitive to the social context and the participants' meaning-making processes, and to
generate insights that are grounded in the data.
1.7.7 Trustworthiness of the study
Ensuring the trustworthiness of a research study is crucial to establishing the credibility and
validity of the research findings. In this study, several measures were taken to ensure the
trustworthiness of the study, including credibility, transferability, conformability, and
dependability.
Credibility refers to the extent to which the research findings accurately reflect the participants'
experiences and perspectives. To ensure credibility in this study, the researcher used multiple
sources of data, including interviews, observations, and documents, to triangulate the findings
and ensure the accuracy and consistency of the data. The researcher also established rapport
and trust with the participants to encourage open and honest communication, and provided a
detailed and transparent account of the data collection and analysis procedures.
Transferability refers to the extent to which the research findings can be generalized to other
contexts or settings. To ensure transferability in this study, the researcher provided a detailed
description of the research context, the participants, and the data collection and analysis
procedures, to enable other researchers to assess the applicability of the findings to their context
or setting.
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Conformability refers to the extent to which the research findings are free from researcher bias
or influence. To ensure conformability in this study, the researcher adopted a reflexive stance
and acknowledged the potential influence of their biases, assumptions, and values on the
research process and findings. The researcher also kept a detailed record of the data collection
and analysis procedures, and sought feedback from other researchers to ensure the accuracy
and consistency of the findings.
Dependability refers to the consistency and stability of the research findings over time and
across different contexts. To ensure dependability in this study, the researcher adopted a
systematic and transparent approach to data collection and analysis, and used an audit trail to
document any changes or modifications made to the research process or findings. The
researcher also sought feedback from other researchers and participants to assess the
consistency and stability of the findings.
According to Lincoln and Guba (2019), ensuring the trustworthiness of a research study
requires adopting a systematic and rigorous approach to data collection and analysis, and using
multiple strategies to establish the credibility, transferability, conformability, and dependability
of the research findings.
1.7.8 Ethical considerations
Ethical considerations are essential in research to ensure that the rights and welfare of the
participants are protected, and the research is conducted in an ethical and responsible manner.
In this study, several ethical considerations were addressed to ensure that the research is
conducted in an ethical and responsible manner.
Informed consent: Informed consent is crucial to ensure that the participants understand the
purpose of the study, the data collection and analysis procedures, and their rights and
responsibilities as participants. The researcher obtained written informed consent from the
participants before the data collection, and informed them that participation is voluntary, and
they can withdraw from the study at any time without penalty.
Confidentiality and anonymity: Confidentiality and anonymity are crucial to ensure that the
participants' privacy is protected, and the data is kept confidential and secure. The researcher
ensured that the participants' identities are kept confidential and assigned pseudonyms to the
participants to protect their anonymity. The researcher also stored the data securely and ensured
that only authorized personnel have access to the data.
20
Avoiding harm: The researcher took measures to avoid harm to the participants, such as
avoiding sensitive or potentially triggering questions, and providing support and referrals to
participants who may require further assistance. The researcher ensured that the research
procedures do not cause physical or emotional harm to the participants.
Ethical approval: The researcher obtained ethical approval from an institutional or independent
ethics committee before the data collection, to ensure that the study is conducted in compliance
with ethical principles and guidelines.
According to the American Psychological Association (APA) Ethics Code (2017), researchers
have a responsibility to protect the participants' rights and welfare, obtain informed consent,
maintain confidentiality, and avoid harm to the participants. Similarly, the British Educational
Research Association (BERA) Ethical Guidelines for Educational Research (2018) emphasize
the importance of informed consent, confidentiality, anonymity, and avoiding harm to the
participants in research involving human participants.
1.7.9 Chapter layout
Chapter 1: Introduction
This chapter provided an overview of the research topic and set the context for the study. It
will outlined the background, rationale, and significance of the research, focusing on the
impacts of digitisation on modern organisational effectiveness, with a specific focus on Victory
Educational Centre. The chapter also presented the research aim, research questions, and
objectives, which will guide the study.
Chapter 2: Literature Review
The literature review chapter presented a comprehensive and critical review of the existing
literature related to the research topic. This included a discussion of digitisation and
organisational effectiveness, the role of digitisation in educational institutions, the challenges
of digital transformation in organisations, and strategies for successful digital transformation.
The chapter synthesised the relevant literature and identify gaps in the existing knowledge,
which the study aims to address.
Chapter 3: Research Methodology and Design
This chapter detailed the research methodology and design employed in the study. It will
discuss the research paradigm, the mixed-methods research design, and the methods used for
21
data collection and analysis. The chapter also addressed issues of trustworthiness and ethical
considerations, explaining how these aspects have been carefully managed throughout the
research process.
Chapter 4: Data Analysis and Findings
The fourth chapter presented the findings of the study, derived from the analysis of both
qualitative and quantitative data. The qualitative findings were presented as themes emerging
from the interviews and document analysis, while the quantitative findings will be presented
as descriptive and inferential statistics. This chapter also provided a discussion of the findings
in relation to the research questions and objectives, as well as the existing literature.
Chapter 5: Conclusions, Implications, and Recommendations
The final chapter drew conclusions based on the research findings, discussing the overall
impacts of digitisation on organisational effectiveness at Victory Educational Centre and the
key challenges and opportunities associated with digital transformation. This chapter also
explored the implications of the findings for theory, practice, and policy, providing insights
and recommendations for other educational institutions and organisations seeking to enhance
their performance and competitiveness through digital transformation. Finally, the chapter
acknowledged the limitations of the study and suggest directions for future research in the area
of digitisation and organisational effectiveness.
22
CHAPTER 2: LITERATURE REVIEW
2.1 Introduction
The impact of digitisation on modern organisational effectiveness has been a subject of
significant interest in recent years. Digitisation has revolutionized how modern organisations
function, providing opportunities for organisations to enhance their operations and provide
better services to their customers. The educational sector has not been left behind in this trend,
as educational institutions have recognized the need to incorporate digital technologies into
their operations to improve their efficiency and effectiveness.
This literature review aims to explore the impact of digitisation on organisational effectiveness
in the context of educational institutions. The review begins by defining digitisation and its
relationship with organisational effectiveness. It then discusses the role of digitisation in
enhancing operational efficiency and the digital tools and technologies that educational
institutions can use to improve their efficiency.
The review also examines the impact of digitisation on customer satisfaction and explores
strategies that educational institutions can use to enhance customer satisfaction through digital
initiatives. Additionally, the review identifies the challenges that educational institutions face
when implementing digital transformation, such as organisational resistance to change,
technological challenges, and the digital divide.
Finally, the review highlights the research gaps in the literature and identifies the need for
further research on the impact of digitisation on educational institutions' financial performance,
the role of leadership in facilitating digital transformation, and the impact of digital
transformation on the educational outcomes of students
2.2 An overview of Digitisation and Organisational Effectiveness
Digitisation refers to the process of converting analogue information into digital format using
digital technologies such as computers, scanners, and other electronic devices (Lu, 2017). The
process of digitisation has transformed the way organisations operate and communicate with
their stakeholders. This transformation has had a significant impact on the organisational
effectiveness of modern organisations.
Organisational effectiveness refers to the degree to which an organisation achieves its goals
and objectives. According to Peters and Waterman (1982), organisational effectiveness is
23
measured by the ability of an organisation to achieve its goals while satisfying the needs of its
stakeholders. The implementation of digitisation in modern organisations has been found to
have a positive impact on organisational effectiveness.
The relationship between digitisation and organisational effectiveness can be viewed from
several perspectives. One of the main benefits of digitisation is that it enhances the efficiency
of organisational processes. For instance, the use of digital technologies enables organisations
to automate routine tasks, which helps to save time and reduce errors (Sujitha & Suresh, 2020).
By automating processes, digitisation helps organisations to reduce costs and improve the
speed and accuracy of their operations.
Digitisation also improves the quality of organisational decision-making. By digitising data,
organisations can collect, store, and analyse large amounts of data in real-time. This allows
decision-makers to access the information they need to make informed decisions quickly (Lu,
2017). Digitisation also makes it possible to use data analytics and artificial intelligence to gain
insights that were previously difficult to obtain. These insights can help organisations to
identify opportunities for growth and improve their competitive advantage.
In addition, digitisation has a positive impact on organisational communication. With the use
of digital technologies, organisations can communicate with their stakeholders more efficiently
and effectively. For instance, digital communication tools such as email, social media, and
messaging apps make it possible for organisations to communicate with their customers and
employees in real-time (Sujitha & Suresh, 2020). This improves customer satisfaction and
employee engagement, which in turn enhances organisational effectiveness. Furthermore,
digitisation improves organisational flexibility and adaptability. With digital technologies,
organisations can quickly respond to changes in the market and adapt their operations to meet
new demands (Lu, 2017). This flexibility helps organisations to stay competitive in a rapidly
changing business environment.
2.3 The theoretical framework of this study
For a study on the impacts of digitisation on modern organisational effectiveness, a suitable
theoretical framework would be the Resource-Based View (RBV) of the firm. The RBV of the
firm is a theoretical framework that explains how a firm's resources and capabilities can lead
to sustained competitive advantage (Barney, 1991). According to the RBV, a firm's resources
and capabilities can be classified as either tangible or intangible, and can be used to create
value for the firm and its stakeholders.
24
In the context of digitisation and organisational effectiveness, the RBV can be used to explain
how digital resources and capabilities can be leveraged by organisations to achieve sustained
competitive advantage. Digital resources can include hardware, software, data, and networks,
while digital capabilities can include skills, knowledge, and competencies related to the use of
digital technologies. By leveraging these resources and capabilities, organisations can improve
their efficiency, communication, decision-making, and adaptability, which can lead to
improved organisational effectiveness. Additionally, the RBV can be used to explain how the
unique combination of digital resources and capabilities possessed by an organisation can lead
to competitive advantage. The resources and capabilities possessed by an organisation can be
difficult to imitate by competitors, especially if they are rare, valuable, and difficult to replicate
(Barney, 1991). This can lead to sustained competitive advantage and improved organisational
effectiveness.
The Resource-Based View (RBV) is a theoretical framework that explains how a firm's
resources and capabilities can lead to sustained competitive advantage (Barney, 1991). In the
context of a study on the impacts of digitisation on modern organisational effectiveness, the
RBV provides a suitable and applicable theoretical framework for several reasons. First, the
RBV is suitable for this study because it emphasises the importance of a firm's resources and
capabilities in achieving sustained competitive advantage. Digital resources and capabilities
are essential for modern organisations to succeed in a highly competitive environment. By
leveraging digital resources and capabilities, organisations can improve their efficiency,
communication, decision-making, and adaptability, which can lead to improved organisational
effectiveness.
Second, the RBV is applicable to this study because it provides a framework for identifying
the digital resources and capabilities that are unique to an organisation and can lead to sustained
competitive advantage. For instance, a firm's ability to use data analytics to gain insights into
customer behaviour or market trends can be a valuable and rare resource that can lead to
sustained competitive advantage. By identifying these resources and capabilities, organisations
can focus their efforts on developing and leveraging them to achieve improved organisational
effectiveness.
Third, the RBV is suitable and applicable to this study because it helps to explain how digital
resources and capabilities can create value for an organisation and its stakeholders. For
instance, by using digital technologies to automate routine tasks, organisations can save time
25
and reduce errors, which can lead to improved efficiency and cost savings. By using data
analytics to gain insights into customer behaviour or market trends, organisations can identify
new opportunities for growth and improve their competitive advantage. By improving
communication through digital tools, organisations can enhance customer satisfaction and
employee engagement, which can lead to improved organisational effectiveness.
2.4 Operational Efficiency in the Context of Digitisation
Operational efficiency is a key element of organisational effectiveness that involves the optimal
use of resources to achieve organisational goals. In the context of digitisation, operational
efficiency can be enhanced through the use of digital tools and technologies that improve the
speed, accuracy, and effectiveness of organisational processes.
Digitisation has revolutionised the way organisations operate and communicate. The use of
digital technologies has enabled organisations to automate routine tasks, which has helped to
save time and reduce errors. By automating processes, digitisation helps organisations to
reduce costs and improve the speed and accuracy of their operations. For instance, the use of
digital tools such as Learning Management Systems (LMS), can help educational institutions
to automate administrative tasks such as enrolment, grading, and attendance management,
which can help to reduce administrative workload and free up time for instructors to focus on
teaching (Abdelwahed, et al., 2021).
Several digital tools and technologies can be used by educational institutions to enhance
operational efficiency. One of such digital tools is Learning Management Systems (LMS)
which can help educational institutions to automate administrative tasks and improve
communication between instructors and students. LMS can also be used to provide online
resources, quizzes and assessments, discussion forums, and collaboration tools that can
improve student engagement and learning outcomes (Hassan, et al., 2021).
Another digital technology that can enhance operational efficiency in educational institutions
is the use of video conferencing tools. With the increase in remote learning due to the Covid19 pandemic, video conferencing tools such as Zoom, Microsoft Teams, and Google Meet have
become essential in enabling synchronous teaching and learning. These tools help to reduce
geographical barriers and enable instructors and students to interact in real-time (Alzahrani, et
al., 2021).
26
Several educational institutions have successfully implemented digitisation to enhance
operational efficiency. For instance, Harvard Business School implemented the HBX Live
platform, a digital classroom that uses high-quality video conferencing technology to enable
synchronous teaching and learning for students who are unable to attend classes’ on-campus
(Heinrich, et al., 2018). Another example is the University of Liverpool, which implemented a
digital strategy to improve the efficiency of administrative processes such as student
registration, course management, and assessment (Hsu, et al., 2020).
Best practices in the implementation of digitisation to enhance operational efficiency in
educational institutions include the need to ensure that digital tools and technologies are aligned
with organisational goals and objectives, the need for adequate training for instructors and staff,
and the need to monitor and evaluate the effectiveness of digital tools and technologies
regularly (Tang, et al., 2021).
2.5 Customer Satisfaction and Digital Transformation
Customer satisfaction is a critical component of organisational effectiveness that refers to the
degree to which customers (students and parents) are satisfied with the products and services
offered by an organisation. In the context of digitisation, customer satisfaction can be enhanced
through the use of digital tools and technologies that improve the quality and effectiveness of
customer interactions.
Digitisation has transformed the way organisations interact with their customers. The use of
digital tools and technologies has enabled organisations to provide faster, more accurate, and
more personalised service to their customers. In the education sector, digitisation has enabled
educational institutions to provide online access to academic resources, communicate with
students and parents through digital channels, and provide personalised feedback and support
(Liu & Huang, 2021).
Research has shown that the implementation of digitisation in educational institutions has a
positive impact on customer satisfaction. For instance, a study by Hassan et al. (2021) found
that the implementation of Learning Management Systems (LMS) had a positive impact on
student satisfaction with the quality of education provided by the institution. Measuring
customer satisfaction in the digital age requires the use of digital tools and technologies that
enable organisations to collect and analyse customer feedback in real-time. Online surveys,
social media monitoring, and website analytics are some of the digital tools that can be used to
measure customer satisfaction in the digital age (Khalifa & Liu, 2019).
27
Online surveys are a common tool used to collect customer feedback in the digital age. Online
surveys can be used to collect feedback from students and parents on various aspects of the
educational institution, including the quality of education, the effectiveness of communication,
and the quality of support services. Social media monitoring and website analytics can be used
to track customer interactions with the institution on social media platforms and the institution's
website, respectively. These tools can provide valuable insights into customer preferences,
concerns, and expectations, which can be used to improve customer satisfaction.
Several strategies can be used to enhance customer satisfaction through digital initiatives. One
strategy is to provide personalised feedback and support through digital channels. For instance,
educational institutions can use digital tools such as chatbots and email to provide personalised
support to students and parents. Another strategy is to provide online resources that meet the
needs and preferences of customers. For instance, educational institutions can provide online
access to textbooks, articles, and other academic resources that can be accessed at any time and
from anywhere (Liu & Huang, 2021).
Additionally, educational institutions can use digital tools and technologies to improve
communication with students and parents. Digital communication tools such as email, social
media, and messaging apps can be used to provide real-time updates on academic performance,
events, and other relevant information. Finally, educational institutions can use digital tools to
monitor and analyse customer feedback to identify areas for improvement and take appropriate
action to address customer concerns (Khalifa & Liu, 2019).
2.6 Challenges of Implementing Digital Transformation
The implementation of digital transformation in educational institutions can be challenging due
to several factors. These challenges can include organisational barriers, technological
challenges, and resistance to change. Understanding and addressing these challenges is
essential for successful digital transformation.
One of the major barriers to digital transformation is organisational resistance to change.
Educational institutions can be resistant to change due to cultural, structural, and institutional
barriers. For instance, some educational institutions may have a culture that values traditional
teaching methods and is resistant to the use of technology in the classroom. Additionally, the
institutional structure of educational institutions can create silos and hinder collaboration,
which can make it difficult to implement digital initiatives (Hsu, et al., 2020).
28
The implementation of digital initiatives in educational institutions can also be challenging due
to technological barriers. Technological challenges can include issues related to compatibility,
security, and reliability. For instance, educational institutions may face compatibility issues
when integrating different digital tools and technologies, which can make it difficult to achieve
a seamless user experience. Additionally, the use of digital tools and technologies can create
security risks, which can lead to data breaches and other cybersecurity threats (Alzahrani, et
al., 2021).
To overcome the challenges of implementing digital transformation, educational institutions
can use change management strategies. Change management is the process of planning,
implementing, and monitoring change within an organisation. Change management strategies
can include communication, training, and stakeholder engagement. One change management
strategy is to communicate the benefits of digital transformation to stakeholders.
Communication can help to build awareness and support for digital initiatives and address
concerns and resistance to change. Another strategy is to provide training and support to
stakeholders to ensure they have the skills and knowledge necessary to use digital tools and
technologies effectively (Hsu, et al., 2020).
Additionally, educational institutions can engage stakeholders in the digital transformation
process. By involving stakeholders in the planning and implementation of digital initiatives,
educational institutions can increase stakeholder buy-in and ownership, which can lead to more
successful implementation and adoption of digital tools and technologies.
2.7 Digitisation and organisational effectiveness
Digitisation has a massive impact on practically every aspect of today's organisations and puts
tremendous pressure to change (Kohnke, 2016). Digitisation can dramatically increase
organisational effectiveness. According to Padana, et al, (2022), organisations can enhance
accuracy, increase efficiency, lower costs, and streamline operations by digitising procedures
as concurred by Zaman, et al, (2022). For instance, firms can save time and money handling
physical documents by transforming them into digital format, making them more searchable
and accessible.
Digitalisation allows businesses to benefit from paperless approaches. Not only does it unify
information in one central location, but it also reduces environmental impacts (Mlean, 2022).
29
Organisations can benefit from digitisation through an understanding of their clients' needs.
Organisations can acquire and analyse customer data, providing meaningful insights into
customer behaviour, preferences, and needs. This is done by digitising customer interactions
and touch points. In addition to helping businesses better fulfil customer needs by customizing
their products and services, this can also increase client satisfaction and loyalty. Digitisation
can also improve internal collaboration and communication in businesses. Employees may
interact and share information in real-time regardless of their location using digital tools and
platforms. This can lead to higher productivity, fewer mistakes, and more effective decisionmaking.
By streamlining operations, lowering costs, increasing efficiency, increasing accuracy,
improving
customer
comprehension,
and
fostering
improved
collaboration
and
communication, digitisation can increase organisational effectiveness. Organisations must
embrace digitisation and digital technologies if they want to remain competitive and satisfy
changing client demands.
2.8 Influence of digitisation on corporate decision-making procedures in organisation
The process of choosing a plan of action to cope with challenges and opportunities from a
variety of potential choices is known as decision-making (Lindborg, 2018). It is widely
recognized that decision-making is a key component of organizational life (Ilieva and Logeais,
2021). Decision-making processes in organizations are becoming more efficient by adopting
digital technologies. All parts of the decision-making process, including the gathering,
processing, transmission, and use of information, have benefited from digitisation. It is possible
to manage and make decisions thanks to the new industrial revolution's ever-evolving
digitisation capability (Torok, 2022).
Additionally, digital decisions help organisations balance many (and often conflicting)
priorities by reshaping business models, upgrading their workforce, and creating new
opportunities (Maher, 2020). According to Satyendra (2022), one or more organisational units
make decisions on the organisation's behalf through organisation decision-making.
Organisations may decide as a single management or as a small or large group, including the
membership (Satyendra, 2021). The quality of decision-making is influenced by six different
factors. Each of the six components must meet the highest standards to deliver decisions of the
highest calibre. Like a chain, the quality of a decision is determined by its weakest link. The
six factors that affect decision quality are relevant and trustworthy information, (ii) clear values
30
and trade-offs, (iii) logically sound reasoning, (IV) commitment to follow-through, (v)
appropriate frames, and (VI) innovative, workable alternatives (Satyenda, 2021). By giving
decision makers better access to data, tools for analysis, and platforms for cooperation,
digitisation can raise the quality of decisions. This can aid in decision-making and result in
more informed, precise, and timely decisions that benefit the organisation.
With the help of data analytics and visualisation tools, digitalisation aims to improve decisionmaking. As a result, businesses have been able to take advantage of new technologies in recent
years, such as artificial intelligence (AI) and augmented reality (AR), enabling them to be more
creative in their decision-making processes or develop new products or services that were
previously impossible to develop (Tesseract Academy, 2023). According to Sarpolis (2022),
the organisation has data everywhere in many different, disconnected formats, from
spreadsheets to proprietary software systems to workers’ hard drives and file cabinets. And
some of the data is institutional knowledge that is not written down. Since this data is only
available in the minds of long-term employees, digitizing it will improve data hygiene and
ensure error-free and quality data for effective decision-making (Sarpolis, 2022). Digitisation
significantly impacts organisational decision-making in many ways. Digitalisation affects
corporate decision-making in many ways:
Organisations can digest information faster and reach conclusions faster thanks to digital
technologies. For instance, teams may discuss and decide in real time regardless of location
thanks to digital communication tools. Organisational processes and decisions have changed
due to digitalisation. Large volumes of data can be collected and analysed, enabling firms to
formulate data-driven decisions rapidly and effectively. Digitisation significantly impacts
business decision-making processes. Organisations can now collect and analyse enormous
amounts of data in real-time. And can now automate procedures, work together more
efficiently, use predictive analytics, and reach decisions with much more flexibility and agility
due to digitisation. The organisation can make more informed decisions in line with its
objectives and values by adopting digitalisation.
2.9 Digitisation impacts on the employees and productivity
Digitisation improves workplace performance by encouraging production and efficiency and
promoting knowledge usage. Since information and knowledge are the primary resources of
modern organisations, their efficient flow is essential to their success (Okkonen et al, 2019).
Digitalisation has a direct impact on services and organisations worldwide (Alobidyeen, et al,
31
2022). It has enabled organisations to become more efficient and reduce costs by automating
processes, collecting and analysing data, and providing personalized services to customers.
Additionally, digitalisation has enabled businesses to reach expanded markets and customers,
expanding their customer base and increasing profits.
Furthermore, digital technologies have also given people new opportunities for social and
economic connections, as well as giving businesses new tools for designing, producing, and
selling products and services (Borowiecki, et al., 2021). Company effectiveness is greatly
influenced by its workforce and output (Kirvan, 2023). Digitalisation will increase efficiency
and production by improving information consumption and productivity. Information and
knowledge are the foundational resources of any successful company (Palvalin, et al, 2019).
An organisation's productivity is a barometer of its effectiveness as it indicates how well it
meets its clients' needs at a reasonable cost while reducing expenses to a minimum, according
to Whitehouse (2022). Samra (2022), defines employee productivity as workforce productivity,
also known as employee productivity. This is the measurement of how much work a person
produces in a team or group. Effectiveness can also be measured using this method (Samra,
2022).
Customer relationships require productivity. Increased productivity will lead to improved
business efficiency and turnaround time, which will lead to satisfied clients. A successful firm
relies heavily on customer satisfaction, and productivity also affects costs. Employees will have
more time to work on other projects or activities if they complete jobs on time. As a result,
productivity rises, leading to cost savings. After all, time is money (Whitehouse, 2022).
Digitisation has made it easier for employees to work remotely or have flexible schedules. This
can lead to better work-life balance, which will lead to higher levels of job satisfaction and
productivity. Sankhat (2021), indicated that, with digital transformation, which equips workers
with the resources, tools, and systems they require for effective job performance, digitisation
increases workforce productivity. The correct tools can increase daily productivity and open
up new career advancement options (Sankhat, 2021). Through enhanced effectiveness,
collaboration, communication, and flexibility, digitalisation can substantially impact
workforce productivity. It is crucial to remember that the impact will rely on how the business
implements and integrates digitisation (Commonwealth of Australia (2017). Digitalisation has
the potential to increase workplace efficiency and worker happiness. Organisations can help
employees work more effectively and efficiently by automating repetitive processes, digitizing
32
paperwork, utilizing project management tools, offering training and assistance, and promoting
feedback. Increasing pressure, raising job-loss anxiety, degrading work-life balance and
digitalisation decrease job satisfaction. In contrast, digitalisation also boosts job happiness by
making work exciting, enhancing workplace autonomy, and creating more time for other
aspects of life. It enables more flexibility and better communication channels and eliminates
discomfort (Pandey, 2022).
2.10 Influence of digitisation on employee attitudes and actions
Job satisfaction is one of the most significant factors in business efficiency and effectiveness,
and it relates to job performance (Aroosiya, e tal, 2021). Employees dissatisfied with their
work are less likely to put more effort and time into their work, however employees who are
happy with their jobs are more likely to do their jobs more effectively and are willing to work
beyond their usual responsibilities to help the organisation achieve its goals (Hakim &
Fernandes, 2017), according to Aroosiya e tal (2021).
The main components of performance achievement for various types of organisations are
motivation and job satisfaction. Employees are more likely to use their full potential to
accomplish organisational goals when they are motivated and satisfied with their jobs (Rahman
e tal, 2019). According to Riyanto e tal (2021), the key to a happy workplace is increased work
productivity and high profitability provided by the organisation. Workforce advantages include
enjoyable work, employee involvement, control over the work environment, and a sense of
belonging to the workplace (Earle, 2003), as concurred by Riyanto etal. (2021).
Digitalisation can affect job satisfaction since it gives employees more autonomy and
flexibility in working arrangements. Employees who are content with their employment and
feel happy about them will be more engaged, productive, and less likely to quit. A happy
employee is a productive employee (Salvadorinho and Teixeira, 2023). At ease with which
staff can now do their responsibilities is due to digitisation which has enhanced productivity
and efficiency. Employees can now do their duties faster with less effort, which has resulted in
a more positive attitude towards work.
Despite this, it has improved staff communication by making it more efficient and quick. Due
to the ease and speed with which employees may now connect, regardless of geographical
location, they can collaborate and work as a team. It also altered how people performed their
jobs, which changed the workplace. A better work-life balance has resulted from employees'
increased flexibility regarding where and when they work. Digital transformation resulting
33
from digital conversions has equipped employees with the effort to learn updated skills to stay
competitive in the job market because digital skills are more needed. A more optimistic outlook
on learning and growth has resulted from this. Data-Driven Choices have improved data-driven
decision-making, arising from firms' ability to gather and analyse enormous volumes of data.
Because of this, decisions are with increased objectivity, which boosts employee confidence in
the company. Digitisation has effectuated employee attitudes and behaviours, which has led to
better efficiency, improved communication, a modified work environment, increasing demand
for digital skills, and more data-driven decision-making.
2.11 The impacts of digitization on organisational corporate culture
Organisational culture includes leadership, employee interactions and operational processes.
Each of these features is approached differently in a digitally transformed culture. The
following are the essential characteristics of a digital-first culture: customer-centeredness,
creativity, data-driven decision-making, collaboration, an open culture, a digital-first attitude,
agility, and flexibility (Inamdar, 2022). According to Tarver etal. (2022), corporate culture
refers to the principles, practices, and behaviours that guide how management and staff at an
organisation interact, carry out their duties, and do business (Tarver etal. 2022).
The physical environment of business, human resources management, and employee work
habits are all examples of corporate culture. It also consists of characteristics like hierarchy,
procedure, innovation, cooperation, competition, community involvement, and social
engagement are within an organisation. (Pratt and Wigmore, 2023). The main barrier to digital
transformation is an organisational culture which is difficult to achieve due to technology
challenges and other roadblocks (Narayan, 2018). A corporation is a form of a commercial
entity legally recognized as distinct from its owners or shareholders. The term "corporate
culture" explicitly refers to a company's culture. These cultures are affected by the
organisation's leadership, structure, mission, vision, and values (Tarver e tal. 2022).
Organisational culture refers to the culture of any organisation, including corporations, nonprofits, governmental organisations, and small businesses.
The collective values, beliefs, attitudes, and practices within an organisation impact how its
members communicate with others and stakeholders outside the company. According to Phan
(2021), corporate culture plays a crucial role in the digital transformation process since it
teaches firms valuable lessons and lays the groundwork for the successful adoption of the
virtual economy in the future. Businesses that want to succeed in digital transformation must
34
overcome cultural obstacles and win the support of the whole workforce. Leaders must serve
as pioneers and role models. The values and behavioural traits that create an organisation's
culture define the work done (Teguh etal. 2022). Shared values, beliefs, attitudes, behaviours,
and practices are called corporate culture. They help define an organisation's identity and how
its employees interact with each other and external stakeholders. It includes all the
organisation's values, principles, and goals in addition to its mission, vision, and purpose.
Depending on how an organisation functions and performs, its culture can have a massive
impact.
Along with impacting the organisation's reputation and capacity to attract and retain top talent,
it can also impact employee engagement, productivity, and job happiness. An organisation's
culture is established by its leaders and influenced by elements in the organisation, size, and
location. In contrast to a negative organisation culture, which can result in low morale, high
turnover, and subpar performance, a positive corporate culture can promote a sense of
belonging, collaboration, and innovation. Recognizing that it may support long-term success
and sustainability, many firms create a solid and healthy corporate culture as part of their
overall strategy. These entail funding training for workers in the workplace, advocating for
diversity and inclusion, and fostering an environment that encourages and empowers its
employees.
2.12 Digitalisation's effects on VEC's organisational effectiveness
Digitisation has significantly impacted Victory Educational Centre's organisational
effectiveness. As with many modern organisations, the school has implemented digital
technologies to enhance its operations. The computerized student information management
system at the institution has streamlined paperwork and automated student records, resulting
in greater accuracy, fewer errors, and quicker return times, all of which have improved the
efficiency of administrative procedures (Liu & Huang, 2021).
Furthermore, the school uses online tools such as videoconferencing, instant messaging, and
email to improve communication between staff, parents, and students. Staff members now
collaborate more successfully, resulting in faster resolution of inquiries and increased parent
and student involvement (Tang et al., 2021).
Digitisation has also made it possible for Victory Educational Centre to provide online learning
options to students. The school's learning management system enables students to access online
35
course materials, assignments, and evaluations, allowing for greater flexibility in learning
(Abdelwahed, Fadila, & Alakeel, 2021).
While digitalisation has many benefits, it can also present some challenges for educational
institutions. For instance, the lack of expertise or comfort with new digital technology may
cause some staff members to be averse to their introduction, resulting in slower adoption of
cutting-edge technologies. Additionally, digitalisation implementation requires hardware,
software, and training, which can be a substantial financial strain, especially for smaller
institutions (Hsu, Lee, & Chu, 2020).
Moreover, not all employees possess the technical know-how to use the latest technologies
efficiently, leading to frustration and loss of faith in their capacity to operate novel systems.
Integration with current systems may also be required, which can be challenging and timeconsuming, and the digital divide can create a gap that may be harmful to those who do not
have access to the necessary digital technology (Alzahrani et al., 2021; Khalifa & Liu, 2019).
To successfully implement digitisation and address these challenges, a systematic approach
that incorporates strong support for digital transformation, efficient communication, training,
and finance is required (Tang et al., 2021). By proactively addressing these issues, Victory
Educational Centre can reap the benefits of digitization and enhance its organizational
effectiveness.
2.13 Conclusion
In conclusion, this literature review has highlighted the significant impact of digitisation on
organisational effectiveness, specifically in the context of educational institutions. It has been
established that digitisation can enhance operational efficiency, improve customer satisfaction,
and provide new learning opportunities for students.
However, this review has also highlighted several challenges that educational institutions face
when implementing digital transformation, such as technological barriers, organisational
resistance to change, and the digital divide. These challenges underscore the need for a
systematic approach to digital transformation that incorporates efficient communication,
training, strong support, and finance. While many studies have examined the effects of
digitisation on organisational effectiveness in general, there is limited research focusing
specifically on educational institutions like Victory Educational Centre. This study aims to
36
contribute to the literature by providing a detailed case study of the impacts of digitisation in a
unique organisational context.
Despite the extensive literature on the topic, there are still research gaps that need to be
addressed. For instance, there is a need for further research on the impact of digitisation on
educational institutions' financial performance, the role of leadership in facilitating digital
transformation, and the impact of digital transformation on the educational outcomes of
students. This study aims to address some of these research gaps by conducting a case study
on the impact of digitisation on Victory Educational Centre's organizational effectiveness. By
examining the strategies employed by Victory Educational Centre in implementing digital
transformation and evaluating their impact on the institution's effectiveness, this study aims to
provide insights that can guide other educational institutions seeking to implement digital
transformation.
37
CHAPTER 3: RESEARCH METHODOLOGY AND DESIGN
3.1 Introduction
The aim of this study is to investigate the impacts of digitisation on modern organisational
effectiveness at Victory Educational Centre, using a case study design. The study employed a
qualitative approach, using purposive sampling to select participants, and thematic analysis to
analyse the data. This chapter presents the research design and methodology used in this study
on the impacts of digitisation on modern organisational effectiveness at Victory Educational
Centre. The chapter begins by discussing the research paradigm, approach, and design, and
justifying their suitability for the study. The chapter then discusses the target population,
sampling method, and data collection procedures used in the study. Finally, the chapter presents
the data analysis method used to analyse the data and ensure the trustworthiness of the study.
3.2 Research Paradigm
Research paradigm refers to the broad philosophical framework or perspective that guides a
research study. It includes the researcher's assumptions, beliefs, values, and worldview that
shape the research design, methodology, and data analysis. Interpretivism is one of the research
paradigms that emphasizes the subjective meanings, interpretations, and experiences of
individuals and groups in a social context. It seeks to understand and interpret the social world
by examining people's beliefs, values, and experiences in their natural setting.
Interpretivism paradigm is suitable for this study because it is concerned with the meaningmaking processes of individuals and groups in a social context. The study aims to examine the
impacts of digitisation on modern organisational effectiveness at Victory Educational Centre,
and this requires an understanding of the perceptions, attitudes, and experiences of the
stakeholders involved. Interpretivism paradigm allows the researcher to explore and interpret
the subjective meanings and interpretations of the participants, which is essential in
understanding the impact of digitisation on modern organisational effectiveness.
According to Creswell and Creswell (2018), interpretivism paradigm is appropriate for
research studies that seek to explore the complexity and diversity of social phenomena, and
that aim to understand the social world from the perspective of the participants. Similarly,
Denzin and Lincoln (2018) argue that interpretivism paradigm is suitable for research studies
that emphasize the importance of context, social interactions, and cultural meanings in shaping
human behaviour and experiences.
38
Furthermore, Charmaz (2019) contends that interpretivism paradigm allows the researcher to
understand the social reality by examining the subjective experiences and perspectives of the
participants, and by interpreting the social phenomena in their natural setting. This approach
enables the researcher to generate rich and nuanced data that captures the complexity and
diversity of the social phenomena under investigation.
3.3 Research approach
Research approach refers to the general strategy or plan that a researcher employs to collect,
analyze, and interpret data. Qualitative research approach is a type of research that focuses on
understanding and interpreting the subjective experiences, attitudes, and perceptions of
individuals or groups in a social context. It is concerned with exploring and interpreting the
social phenomena under investigation, rather than testing a hypothesis or predicting an
outcome.
Qualitative research approach is suitable for this study because it allows the researcher to
collect in-depth and rich data that captures the complexity and diversity of the social
phenomena under investigation. The study aims to examine the impacts of digitisation on
modern organisational effectiveness at Victory Educational Centre, and this requires an
understanding of the stakeholders' experiences, attitudes, and perceptions regarding
digitisation. Qualitative research approach enables the researcher to collect detailed and
nuanced data on the participants' experiences and perspectives, which is essential in
understanding the impact of digitisation on modern organisational effectiveness.
According to Denzin and Lincoln (2018), qualitative research approach is appropriate for
studies that seek to explore and interpret social phenomena, and that aim to understand the
meaning-making processes of individuals and groups in a social context. Similarly, Creswell
and Creswell (2018) argue that qualitative research approach is suitable for studies that aim to
generate rich and detailed data that captures the complexity and diversity of the social
phenomena under investigation.
Furthermore, Braun and Clarke (2019) contend that qualitative research approach enables the
researcher to collect data that captures the subjective experiences and perspectives of the
participants, and that allows the researcher to interpret and analyze the data in a way that is
sensitive to the social context and the participants' meaning-making processes.
39
3.4 Research Design
Research design refers to the overall plan or strategy that guides a research study, including the
methods and procedures for collecting and analyzing data. Case study design is a research
method that involves the in-depth examination and analysis of a particular phenomenon or case,
such as an individual, group, or organisation. It is a qualitative research method that seeks to
understand the complexities and nuances of the phenomenon under investigation by examining
it in its natural setting and collecting data from multiple sources.
Case study design is suitable for this study because it allows the researcher to explore and
understand the impacts of digitisation on modern organisational effectiveness at Victory
Educational Centre in-depth. The case study design enables the researcher to collect data from
multiple sources, such as interviews, observations, and documents, which provides a
comprehensive and detailed understanding of the research problem. Moreover, case study
design is appropriate when the research question is focused on a specific case, such as an
organisation, and when the researcher seeks to examine the context-specific factors that affect
the phenomenon under investigation.
According to Yin (2018), case study design is an appropriate research method when the
research question is focused on a contemporary phenomenon within a real-life context, and
when the researcher has little control over the phenomenon under investigation. Similarly,
Stake (2019) argues that case study design is appropriate when the researcher seeks to
understand the complexity and uniqueness of a particular phenomenon, and when the research
question requires an in-depth and holistic examination of the phenomenon.
Furthermore, Merriam and Tisdell (2019) contend that case study design allows the researcher
to collect detailed and nuanced data that captures the complexity and diversity of the
phenomenon under investigation. This approach enables the researcher to explore the
phenomenon in-depth and to interpret the data in a way that is sensitive to the social context
and the participants' meaning-making processes.
3.5 Target population
Target population refers to the group of individuals or objects that the researcher is interested
in studying and to which the study findings are intended to be generalizable. In this study, the
target population is the staff and students of Victory Educational Centre who are directly or
indirectly affected by the impacts of digitisation on modern organisational effectiveness.
40
According to Creswell and Creswell (2018), the target population is the group of individuals
or objects that the researcher intends to study and to which the study findings are intended to
be generalizable. Similarly, Neuman (2019) argues that the target population is the group of
individuals or objects that the researcher is interested in studying and to which the study
findings are intended to be applied.
In this study, the target population is the staff and students of Victory Educational Centre who
are directly or indirectly affected by the impacts of digitisation on modern organisational
effectiveness. The study aims to examine the perceptions, attitudes, and experiences of the staff
and students regarding the impact of digitisation on modern organisational effectiveness, and
to explore the factors that facilitate or hinder the adoption and implementation of digital
technologies in the educational setting.
3.6 Sampling
Sampling refers to the process of selecting a subset of individuals or objects from a larger
population to represent the population in a research study. Purposive sampling is a nonprobability sampling method that involves selecting individuals or objects based on specific
criteria that are relevant to the research question or objectives. It is a targeted approach to
sampling that aims to select participants who are most likely to provide relevant and useful
data.
Purposive sampling is suitable for this study because it allows the researcher to select
participants who are directly or indirectly affected by the impacts of digitisation on modern
organisational effectiveness at Victory Educational Centre. The researcher can select
participants based on specific criteria such as their level of involvement in the educational
setting, their role in the adoption and implementation of digital technologies, and their
experiences and perspectives regarding the impact of digitisation on modern organisational
effectiveness.
According to Creswell and Creswell (2018), purposive sampling is appropriate when the
researcher seeks to select participants based on specific criteria that are relevant to the research
question or objectives. Similarly, Merriam and Tisdell (2019) argue that purposive sampling is
suitable when the researcher aims to select participants who are most likely to provide relevant
and useful data.
41
Furthermore, Patton (2015) contends that purposive sampling is appropriate when the
researcher seeks to select participants who have particular knowledge, experiences, or
perspectives that are relevant to the research question or objectives. This approach enables the
researcher to select participants who are most likely to provide detailed and nuanced data that
captures the complexity and diversity of the research phenomenon.
3.7 Data analysis
Data analysis refers to the process of examining and interpreting data to identify patterns,
themes, and insights that address the research question or objectives. Thematic analysis is a
qualitative data analysis method that involves identifying, analyzing, and reporting patterns,
themes, and concepts that emerge from the data. It is a flexible and iterative approach that
allows the researcher to identify and explore the richness and complexity of the data.
Thematic analysis is suitable for this study because it allows the researcher to identify and
analyze patterns, themes, and concepts that emerge from the data regarding the impact of
digitisation on modern organisational effectiveness at Victory Educational Centre. The
thematic analysis approach enables the researcher to explore and interpret the data in a way
that is sensitive to the social context and the participants' meaning-making processes, and to
generate insights that are grounded in the data.
According to Braun and Clarke (2019), thematic analysis is appropriate when the researcher
seeks to identify and analyze patterns, themes, and concepts that emerge from the data.
Similarly, Guest, MacQueen, and Namey (2019) argue that thematic analysis is suitable when
the researcher aims to identify and interpret the meaning and patterns in the data.
Furthermore, Nowell et al. (2017) contend that thematic analysis is appropriate when the
researcher seeks to identify and analyze the complexity and diversity of the data, and when the
research question or objectives are focused on exploring the experiences, attitudes, and
perspectives of the participants.
3.8 Trustworthiness of the study
Ensuring the trustworthiness of a research study is crucial to establishing the credibility and
validity of the research findings. In this study, several measures were taken to ensure the
trustworthiness of the study, including credibility, transferability, conformability, and
dependability.
42
3.8.1 Credibility
Credibility refers to the extent to which the research findings accurately reflect the participants'
experiences and perspectives. To ensure credibility in this study, the researcher used multiple
sources of data, including interviews, observations, and documents, to triangulate the findings
and ensure the accuracy and consistency of the data. The researcher also established rapport
and trust with the participants to encourage open and honest communication, and provided a
detailed and transparent account of the data collection and analysis procedures.
3.8.2 Transferability
Transferability refers to the extent to which the research findings can be generalized to other
contexts or settings. To ensure transferability in this study, the researcher provided a detailed
description of the research context, the participants, and the data collection and analysis
procedures, to enable other researchers to assess the applicability of the findings to their context
or setting.
3.8.3 Conformability
Conformability refers to the extent to which the research findings are free from researcher bias
or influence. To ensure conformability in this study, the researcher adopted a reflexive stance
and acknowledged the potential influence of their biases, assumptions, and values on the
research process and findings. The researcher also kept a detailed record of the data collection
and analysis procedures, and sought feedback from other researchers to ensure the accuracy
and consistency of the findings.
3.8.4 Dependability
Dependability refers to the consistency and stability of the research findings over time and
across different contexts. To ensure dependability in this study, the researcher adopted a
systematic and transparent approach to data collection and analysis, and used an audit trail to
document any changes or modifications made to the research process or findings. The
researcher also sought feedback from other researchers and participants to assess the
consistency and stability of the findings.
According to Lincoln and Guba (2019), ensuring the trustworthiness of a research study
requires adopting a systematic and rigorous approach to data collection and analysis, and using
multiple strategies to establish the credibility, transferability, conformability, and dependability
of the research findings.
43
3.9 Ethical considerations
Ethical considerations are essential in research to ensure that the rights and welfare of the
participants are protected, and the research is conducted in an ethical and responsible manner.
In this study, several ethical considerations were addressed to ensure that the research is
conducted in an ethical and responsible manner.
Informed consent: Informed consent is crucial to ensure that the participants understand the
purpose of the study, the data collection and analysis procedures, and their rights and
responsibilities as participants. The researcher obtained written informed consent from the
participants before the data collection, and informed them that participation is voluntary, and
they can withdraw from the study at any time without penalty.
Confidentiality and anonymity: Confidentiality and anonymity are crucial to ensure that the
participants' privacy is protected, and the data is kept confidential and secure. The researcher
ensured that the participants' identities are kept confidential and assigned pseudonyms to the
participants to protect their anonymity. The researcher also stored the data securely and ensured
that only authorized personnel have access to the data.
Avoiding harm: The researcher took measures to avoid harm to the participants, such as
avoiding sensitive or potentially triggering questions, and providing support and referrals to
participants who may require further assistance. The researcher ensured that the research
procedures do not cause physical or emotional harm to the participants.
Ethical approval: The researcher obtained ethical approval from an institutional or independent
ethics committee before the data collection, to ensure that the study is conducted in compliance
with ethical principles and guidelines.
According to the American Psychological Association (APA) Ethics Code (2017), researchers
have a responsibility to protect the participants' rights and welfare, obtain informed consent,
maintain confidentiality, and avoid harm to the participants. Similarly, the British Educational
Research Association (BERA) Ethical Guidelines for Educational Research (2018) emphasize
the importance of informed consent, confidentiality, anonymity, and avoiding harm to the
participants in research involving human participants.
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3.10 Conclusion
In conclusion, this chapter has presented the research design and methodology used in this
study on the impacts of digitisation on modern organisational effectiveness at Victory
Educational Centre. The chapter has discussed the research paradigm, approach, and design,
and has justified their suitability for the study. The chapter has also discussed the target
population, sampling method, and data collection procedures used in the study. Finally, the
chapter has presented the data analysis method used to analyse the data and ensure the
trustworthiness of the study. The methodology used in this study has been designed to provide
a comprehensive and rigorous approach to exploring the impact of digitisation on modern
organisational effectiveness in the educational context. The next chapter will present the
findings of the study and discuss their implications for educational institutions and
policymakers.
45
CHAPTER 4: DATA ANALYSIS & DISCUSSION
4.1 Introduction
The fourth chapter of this dissertation concentrates on the data analysis and discussion of the
findings derived from the semi-structured interviews conducted with Victory Educational
Centre staff and students. This study aimed to investigate the effects of digitisation on modern
organisational effectiveness at the institution, identify the key challenges faced in
implementing digital transformation initiatives, investigate emerging opportunities from the
digitisation process, and derive practical insights and recommendations for other educational
institutions. The interview data were analysed using thematic analysis, and the results were
organised into themes that corresponded to the study's objectives. This chapter's introduction
provides a concise summary of the objectives, research methodology, and data analysis
techniques utilised.
4.2 The description and demographics of the participants
Participants were selected with care from the staff and students of Victory Educational Centre
to guarantee a diverse representation of perspectives and experiences regarding the effects of
digitalisation on contemporary organisational effectiveness. To identify individuals who have
been directly or indirectly affected by the institution's digitisation initiatives, a strategy of
purposive sampling was employed.
There were a total of 12 individuals who participated in the study. There were 8 staff members
and 4 students present. The personnel consisted of administrators, faculty, and support staff,
while the students represented a range of academic programmes and study levels.
The ages of the participants ranged from 20 to 60 years, with a mean of 35. With 8 female and
5 male participants, the gender distribution was relatively balanced. The educational
backgrounds of the participants were diverse, ranging from high school diplomas to doctorates.
In addition, their familiarity with digital technologies and participation in the Victory
Educational Centre's digitisation process varied.
In terms of professional expertise, the participants' tenure at Victory Educational Centre ranged
from 1 to 20 years, with an average of 8 years. Faculty members represented diverse fields,
including the sciences, humanities, and social sciences. The administrators and support
personnel held positions in departments including finance, admissions, information
technology, and library services.
46
Participating students were enrolled in a variety of academic programmes, including
undergraduate, graduate, and vocational courses. They represented a variety of academic
disciplines, including engineering, commerce, education, and the arts. The students' exposure
to digital technologies varied according to their programmes and individual interests.
This heterogeneous group of participants enabled a thorough investigation into the effects of
digitalisation on the organisational efficacy of Victory Educational Centre. The perspectives
and experiences shared by the participants provided invaluable insights into the various facets
of the process of digitisation, its challenges, opportunities, and practical implications for other
educational institutions.
4.3 Summary of themes
The table below provides a comprehensive summary of the objectives and corresponding
themes that emerged from the data analysis of the semi-structured interviews. Each objective
is connected to multiple themes, highlighting the numerous aspects investigated throughout the
study.
Objective
Theme
Summary of Theme
1. Assess impacts of
digitisation
on
organisational
effectiveness at Victory
Digitisation
1.1.
led
to
streamlined
Enhanced processes, reduced paperwork, and
operational efficiency
improved communication, resulting
in increased efficiency in operations.
Educational Centre
Digitisation enabled the development
1.2.
Fostering of new teaching methods, learning
innovation
materials, and platforms, driving
innovation in the institution.
The adoption of digital technologies
1.3. Increased customer improved the quality of services and
satisfaction
overall experience for students and
staff, boosting satisfaction.
Digitisation necessitated a shift in
1.4.
Changes
in organisational
organisational culture
promoting
collaboration, adaptability, and a
growth mind set.
47
culture,
2. Identify challenges
faced
by
Victory
Some staff and students were hesitant
Educational Centre in 2.1.
implementing
Resistance
digital change
to to
embrace
creating
transformation
digital
barriers
technologies,
to
successful
implementation.
initiatives
Limited
2.2.
funding
and
budget
Financial constraints hindered the extent of
constraints
digital
transformation
initiatives
within the institution.
Issues
2.3.
such
as
infrastructure
Technical limitations, software compatibility,
difficulties
and system glitches posed challenges
to the implementation process.
The need for digital literacy and
2.4. Skills and training ongoing training was identified as a
gaps
challenge
in
ensuring
the
effectiveness of digitisation efforts.
3. Explore opportunities
emerging
from
the
digitisation process at
Victory
Educational
Digitisation opened up possibilities
3.1.
Expansion
educational offerings
of for the institution to expand its
curriculum,
offering
online
and
blended learning experiences.
Centre
Digital technologies provided access
3.2. Access to global to a wealth of global resources,
resources
promoting knowledge sharing and
collaboration.
Digitisation equipped students with
3.3. Enhancing student relevant skills and exposure to
employability
technology,
increasing
employability prospects.
48
their
The use of data analytics enabled
3.4.
Data-driven evidence-based
decision-making
decision-making,
improving the institution's strategic
planning and resource allocation.
4.
Derive
practical
insights
and
recommendations
for
other
educational
Strong leadership and a clear vision
4.1.
Importance
of for digital transformation were found
leadership and vision
to be critical in driving successful
implementation.
institutions
Effective planning and allocation of
4.2. Strategic planning resources were essential for ensuring
and resource allocation
the sustainability and success of
digital initiatives.
Building partnerships with external
4.3. Collaboration and
partnership
stakeholders
and
fostering
collaboration within the institution
supported
digital
transformation
efforts.
Regular monitoring and evaluation of
4.4.
Monitoring
and digital initiatives were key to tracking
evaluation
progress,
identifying
areas
for
improvement, and refining efforts.
The themes provide a summary of the main conclusions and revelations gleaned from the
viewpoints and experiences of the participants, offering useful details for comprehending the
effects of digitalisation on contemporary organisational success at Victory Educational Centre.
To traverse the in-depth arguments and conclusions offered in Chapter 4, use this summary as
a road map.
49
4.3 Objective 1: Impacts of digitisation on organisational effectiveness at Victory
Educational Centre
4.3.1 Theme 1: Enhanced operational efficiency
Under Theme 1: Enhanced operational efficiency, the data revealed that Victory Educational
Centre's operational efficiency has been substantially enhanced by digitisation. The
streamlined administrative duties, improved communication and collaboration, decreased
operational costs, and time reductions have increased staff and student productivity.
Participant 5 stated, "The digitisation process has enabled us to automate a number of
administrative tasks, allowing us to focus on more crucial aspects of our work, such as student
support and curriculum development."
Participant 7 stated, "Digital tools have improved communication within the organisation,
making it easier for employees to collaborate on projects and share information across
departments.”
Participant 9 stated, "Since implementing digital technologies, we've observed a significant
reduction in operational costs, including paper consumption and printing expenditures. This
has enabled us to devote more resources to enhancing the calibre of education we provide."
The findings are consistent with prior research on the effects of digitisation on operational
efficacy. Ojo, Janowski, and Awotwi (2018), for instance, emphasise the significance of
streamlining administrative processes to improve educational institution efficacy. Similarly,
Titrek, Yigit, and Sezen-Gultekin (2020) emphasise the role of digital technologies in
enhancing staff and student communication and collaboration, resulting in more efficient and
effective organisational processes.
Moreover, our findings on cost reduction and time savings parallel those of Saravani and
Haddow (2018), who contend that the implementation of digital systems can result in
substantial cost reductions and time savings, enabling organisations to reallocate resources to
more important areas. This is especially pertinent in the context of educational institutions,
where budget constraints are frequently a problem.
4.3.2 Theme 2: Fostering innovation
The data analysis revealed that digitisation has played a crucial role in promoting innovation
at Victory Educational Centre. Adoption of new teaching methods and tools, encouragement
50
of creative problem-solving, ongoing enhancement of digital infrastructure, and incorporation
of emergent technologies have resulted in a more innovative organisational culture.
Participant 1 stated, "The use of digital technologies has opened up new possibilities in
teaching and learning, allowing us to experiment with different methods and tools to better
engage our students."
Participant 5 reported, "We have observed that the digitisation process has fostered a culture
of creative problem-solving, with staff and students collaborating on innovative solutions to
the challenges we face on a daily basis."
"Our technological transformation journey has led us to continuously improve our digital
infrastructure and embrace emerging technologies, allowing us to remain at the forefront of
educational innovation," said participant 8.
Consistent with the extant literature on the role of digitization in fostering innovation in
educational institutions, these findings support the hypothesis. For instance, Taimur, Akram,
and Hussain (2019) argue that the incorporation of digital tools and technologies can contribute
to the development of innovative teaching methods, thereby improving students' learning
experiences.
Moreover, Foss, Dalsgaard, and Thomsen (2018) suggest that digital transformation initiatives
can promote collaborative and innovative approaches to addressing organisational challenges,
thereby promoting inventive problem-solving. This is especially pertinent in the context of
education, where institutions must perpetually adjust to the changing demands of students and
the labour market. Additionally, the continuous improvement of digital infrastructure and
integration of emerging technologies align with the findings of Al-Emran, Elsherif, and
Shaalan (2020), who emphasise the significance of keeping abreast of the most recent digital
developments in order to maintain a competitive edge and to foster innovation in educational
settings.
4.3.3 Theme 3: Increased customer satisfaction
The findings indicated that digitalisation has substantially contributed to the Victory
Educational Centre's enhanced customer satisfaction. Students and other stakeholders are more
satisfied as a result of individualised learning opportunities, broader access to resources and
materials, enhanced responsiveness to consumer requirements, and an improved reputation and
brand image.
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Participant 2 stated, "The digital tools we employ allow us to offer personalised learning
experiences to our students, thereby assisting them in reaching their full potential and boosting
their satisfaction with our institution."
Participant 6 stated, "Since we've integrated digital technologies, students have access to a vast
array of resources and materials, which has greatly enriched their learning experience and
overall satisfaction."
Participant 12 stated, "Our digital transformation initiatives have enabled us to be more
responsive to the needs of our students and stakeholders, allowing us to maintain our
institution's strong reputation and attract more students."
Consistent with the extant literature on the relationship between digitalisation and customer
satisfaction in educational contexts, these findings support the importance of digitisation to
customer satisfaction. Alzahrani and Sethi (2019), for instance, emphasise the role of
personalised learning experiences facilitated by digital technologies in boosting student
engagement and satisfaction.
Similarly, the availability of a greater variety of resources and materials as a result of
digitisation is consistent with the findings of Chen, Chen, and Wu (2020), who suggest that
access to diverse learning resources can lead to increased student satisfaction and better
learning outcomes. Moreover, Ghavifekr, Kunjappan, and Ramasamy (2019) argue that digital
technologies can facilitate more effective communication and feedback mechanisms between
educational institutions and their stakeholders, ultimately resulting in greater levels of
satisfaction.
4.3.4 Theme 4: Changes in organisational culture
The data analysis under Theme 4: Changes in Organisational Culture demonstrates that Victory
Educational Centre’s organisational culture has undergone considerable changes as a result of
digitalisation. A more innovative and forward-looking corporate culture has resulted from
increased flexibility and adaptability, an emphasis on data-driven decision-making, a higher
emphasis on continuous learning and development, and a collaborative and inclusive work
environment.
As stated by participant 2, "The integration of digital technologies has made our institution
more flexible and adaptable to change, allowing us to keep pace with the rapidly evolving
educational landscape."
52
The third participant said, "Our digital transformation journey has fostered a culture of datadriven decision-making, enabling us to make more informed and effective decisions that
positively impact our students and staff."
"Digitisation has placed a greater emphasis on continuous learning and professional
development, ensuring that our staff and students are equipped with the skills necessary to
thrive in the digital age," participant 4 said.
These results are consistent with the body of knowledge on how digitalisation affects
organisational culture in educational institutions. For instance, Chawinga and Zozie (2019)
argue that educational institutions must be flexible in their approach to remain competitive and
fulfil the changing requirements of students and stakeholders. They underline the need of
flexibility and adaptation in the digital era.
Al-Abri and Al-Hashmi's (2019) findings, which contend that digital technologies can provide
useful insights and data to inform strategic planning and decision-making processes in
educational institutions, are consistent with the emphasis on data-driven decision-making that
we observed in our study. This, in turn, suggests that our study's findings are consistent with
those researchers. The research of Bakhsh, Mahmood, and Sangi (2018), who contend that a
culture of continuous learning is crucial in the digital era as it ensures that staff and students
are outfitted with the skills necessary to navigate the complex and quickly evolving digital
landscape, also supports the emphasis on continuous learning and development.
4.4 Objective 2: Challenges faced by Victory Educational Centre in implementing digital
transformation initiatives
4.4.1 Theme 1: Resistance to change
Under Theme 1: Resistance to Change, the findings indicate that staff and student resistance to
change is one of the primary obstacles Victory Educational Centre faces in implementing
digital transformation initiatives. This resistance manifests itself in a variety of ways, including
reluctance to implement new technologies, dread of losing traditional teaching methods, and
job security concerns.
Some staff members were initially hesitant to adopt digital tools and technologies for fear of
losing the personal touch in their teaching methods, according to Participant 1.
53
Participant 5 stated, "A few of our co-workers were concerned that the adoption of digital
technologies could result in job losses or diminished job security as a result of the automation
of a number of tasks."
Participant 6 said, "Some students resisted the shift to digital learning platforms, preferring
traditional classroom settings and face-to-face interaction."
Existing literature on resistance to change in the context of digital transformation in educational
institutions is consistent with these findings. Al-Adwan and Al-Hadidi (2018), for instance,
argue that resistance to change is a common obstacle faced by organisations implementing
digital transformation initiatives, often resulting from concerns about job security,
unfamiliarity with new technologies, or a preference for traditional methods of work.
Similarly, Agbo-Egwu and Abah's (2020) research suggests that some educators may be
reluctant to adopt digital technologies out of concern for the potential negative impact on
education quality and student-teacher relationships. Moreover, the preference for traditional
classroom settings among some students is consistent with the findings of Bozkurt, AkgünOzbek, and Zawacki-Richter (2018), who contend that resistance to change among students
can be attributed to a lack of exposure to digital technologies or concerns about the efficacy of
digital learning platforms in comparison to traditional learning environments.
4.4.2 Theme 2: Financial constraints
Under Theme 2: Financial Constraints, the data analysis demonstrates that Victory Educational
Centre faces difficulties implementing digital transformation initiatives due to limited financial
resources. These limitations have hindered the institution's capacity to invest in cutting-edge
technologies, provide adequate training for faculty and students, and maintain a robust digital
infrastructure.
“We have struggled to allocate sufficient resources for training our staff and students on the
use of digital tools, as the costs can be quite high”, according to Participant 7.
These results align with the existing literature on financial constraints in the context of digital
transformation in educational institutions. For instance, Daniel and Silas (2020) argue that
limited financial resources can impede the successful implementation of digital transformation
initiatives, as institutions may struggle to invest in the required technologies, training, and
infrastructure.
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In addition, Atmojo and Nugroho's (2019) research suggests that the high costs associated with
acquiring and maintaining digital technologies can be a significant barrier for educational
institutions, especially those with limited budgets. In addition, the difficulties associated with
allocating resources for training and maintaining digital infrastructure are consistent with the
findings of Alabbadi (2018), who emphasises the significance of ongoing investment in
training and infrastructure to ensure the successful implementation of digital transformation
initiatives and the long-term sustainability of digital technologies in educational settings.
4.4.3 Theme 3: Technical difficulties
Under Theme 3: Technical Difficulties, the data analysis reveals that the Victory Educational
Centre confronts technical challenges in implementing digital transformation initiatives.
Unreliable internet connectivity, software and hardware compatibility issues, and the
complexity of integrating diverse digital systems are examples of these technical challenges.
Participant 8 stated, "Unreliable internet connectivity has been a major challenge for us, as it
disrupts online learning sessions and access to digital resources."
Participant 11 stated, "Resolving software and hardware compatibility issues can be timeconsuming and aggravating."
Participant 12 stated, "Integrating diverse digital systems can be challenging, and we've
encountered obstacles in ensuring seamless communication and data exchange across
platforms."
These findings are consistent with the existing literature on technical challenges in the context
of educational institutions' digital transformation. For instance, Sife, Lwoga, and Sanga (2018)
argue that unreliable internet connectivity can have a significant negative impact on the
efficacy of digital learning initiatives because it disrupts students' and educators' access to
resources and communication.
In addition, the research of Mohammadi and Bolhari (2019) suggests that software and
hardware compatibility issues can hinder the successful implementation of digital
transformation initiatives because they can result in increased costs, delays, and user
frustration. The difficulties associated with integrating diverse digital systems are consistent
with the findings of Jaggars (2020), who emphasises the significance of seamless integration
between diverse digital platforms to ensure effective communication, data exchange, and
overall user experience.
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4.4.4 Theme 4: Skills and training gaps
The data analysis reveals that Victory Educational Centre confronts challenges during the
implementation of digital transformation initiatives due to skills and training gaps among staff
and students. These deficiencies include a lack of digital proficiency, insufficient training
opportunities, and the need for continuous professional development to keep up with swiftly
evolving technologies.
Participant 4 stated, "Initially, many of our staff and students lacked the digital literacy skills
necessary to utilise the digital tools and platforms we implemented."
“Due to financial and time constraints”, participant 6 stated, "we have struggled to provide
adequate training opportunities for our staff and students."
Existing literature on skills and training disparities in the context of digital transformation in
educational institutions is consistent with these findings. Al-Azawei, Parslow, and Lundqvist
(2018), for instance, argue that digital literacy is essential for the successful implementation of
digital transformation initiatives because it enables staff and students to navigate and utilise
digital tools and resources with confidence.
Nambiar's (2019) research suggests that providing comprehensive training and professional
development opportunities is essential for equipping staff and students with the skills necessary
to adapt to digital transformation initiatives. In addition, the challenges associated with ongoing
professional development align with the findings of Bocconi, Kampylis, and Punie (2018), who
emphasise the significance of ongoing professional development in the digital age, as it ensures
that staff and students are equipped with the most recent skills and knowledge to navigate the
ever-changing digital landscape.
4.5 Objective 3: Opportunities emerging from the digitisation process at Victory
Educational Centre
4.5.1 Theme 3: Expansion of educational offerings
The data analysis reveals that Victory Educational Centre has had more opportunity to boost
their educational offerings as a result of the digitalisation process. The capacity to provide
online courses, reach a larger audience, and deliver customised learning experiences are all part
of this development.
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The third participant said, "The use of digital technologies has allowed us to create and deliver
online courses, increasing the accessibility of our educational offerings to a wider range of
students."
“Digital resources have made it possible for us to offer more individualised learning
experiences for our students, allowing us to adapt instructional content to their requirements
and preferences,” according to participant 8.
These results are consistent with previous research on the benefits of digitalisation in
educational institutions. Lopes and Alencar (2018), for instance, make the case that the use of
digital technologies can result in the extension of educational options since institutions can
create and provide online courses to a larger audience and offer more flexible learning
possibilities.
Additionally, Demir and Yurdakul's (2018) research suggests that digital platforms can help
educational institutions expand their reach beyond conventional geographical boundaries,
potentially increasing their impact and drawing in a more diverse student body. This research
supports the possibility of reaching learners from different geographic locations. The ability to
provide personalised learning experiences is also consistent with research by Eichhorn, Matkin,
and Pletcher (2020), who highlight the potential of digital tools to deliver customised learning
experiences that are catered to each student's needs and preferences, ultimately enhancing
learning outcomes and student satisfaction.
4.5.2 Theme 2: Access to global resources
The data analysis reveals that Victory Educational Centre’s digitisation process has facilitated
access to a wealth of global resources, including digital libraries, educational content, and
collaboration opportunities with international institutions and experts. This is under Theme 2:
Access to global resources.
The statement made by participant 6 was, "With digital technologies, our students can now
access digital libraries and educational resources from around the world, broadening their
perspectives and enhancing their learning experience."
Participant 8 said, "Through online platforms, we have been able to collaborate with
international institutions and experts, which has enriched our curriculum and provided new
learning opportunities for our students."
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The statement made by participant 9 was that "Digital resources have made it easier for our
faculty to stay updated on the latest research and best practises in their fields, ultimately
benefiting the students they teach."
These results are in line with previous research on the prospects for global resource access that
result from the digitalisation of educational institutions. For instance, according to Chen, Fan,
and Farnsworth (2019), digital technologies may give students and teachers access to a variety
of global resources, such as digital libraries, instructional content, and collaboration
possibilities, all of which can improve education overall. Additionally, research by Margaryan,
Bianco, and Littlejohn (2018) suggests that digital platforms can facilitate global collaboration,
allowing educational institutions to utilise resources and expertise from all over the world to
improve their curricula and learning experiences. This research supports the possibility of
collaboration with international institutions and experts. The findings of Bond, Buntins, and
Bedenlier (2020), who highlight the potential of digital tools to provide educators with the most
recent information and resources in their fields, are consistent with the fact that being able to
access current research and best practises. This will ultimately benefit the students they teach.
4.5.3 Theme 3: Enhancing student employability
The data analysis under Theme 3: Improving student employability shows that Victory
Educational Centre’s digitisation process has improved student employability by giving them
useful digital skills, facilitating networking opportunities, and allowing for more flexibility in
learning and skill development.
According to participant 5, "By incorporating digital technologies into our curriculum, we
equip our students with the digital skills that are highly sought after by employers in today's
job market."
As stated by participant 9, "Online platforms have provided our students with networking
opportunities, connecting them with professionals and potential employers."
The fourth participant said that "the flexibility offered by digital learning allows our students
to balance their studies with internships and part-time jobs, enabling them to gain practical
experience and improve their employability."
These results are consistent with prior research on the prospects for improving student
employability that result from the digitisation process in educational institutions. For instance,
according to Milligan and Littlejohn (2019), developing appropriate digital skills is crucial for
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students' employability since they are required for success in a variety of sectors and
employment vocations.
Furthermore, research by Fidalgo-Blanco, Sein-Echaluce, and Garca-Pealvo (2018) suggests
that digital platforms can help connect students with professionals and potential employers,
enhancing students' access to employment opportunities and professional development. This
research supports the possibility of networking opportunities. The advantages of flexible
learning for employability are also consistent with the findings of Raffo and Reeves (2020),
who highlight the potential of digital learning to let students balance their education with
internships and part-time jobs, ultimately giving them valuable practical experience and
enhancing their chances of finding employment.
4.5.4 Theme 4: Data-driven decision-making
The Victory Educational Centre's digitisation process has enabled data-driven decision-making
by enabling the institution to collect, analyse, and use data to improve various aspects of its
operations, including curriculum development, resource allocation, and student support
services, according to the data analysis under Theme 4: Data-driven decision-making.
According to participant 8, "Digital technologies have allowed us to collect and analyse data
on student performance, which has informed our curriculum development and helped us
identify areas for improvement."
When discussing resource allocation, participant 9 said, "By utilising data analytics, we can
make more informed decisions, ensuring that our investments have the greatest impact on
student success."
The statement made by participant 11 was, "With access to real-time data, we can identify
students who may need additional support and intervene proactively, ultimately improving
student retention and success rates."
These results are in line with previous research on the prospects for data-driven decisionmaking that result from digitalisation in educational institutions. Sclater, Peasgood, and Mullan
(2018), for instance, make the case that digital technologies can make it possible for
educational institutions to gather, analyse, and use data to enhance a variety of operational
areas, such as curriculum creation, resource allocation, and student support services. The
research of West, Huijser, and Heath (2019), which contends that data analytics can offer
insights into student performance, helping institutions identify areas for improvement and
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make well-informed curriculum design decisions, also supports the potential for data-driven
curriculum development. Furthermore, Herodotou et al. (2020) findings that highlight the
potential of data analytics to inform resource allocation decisions and enable proactive support
for students, ultimately improving retention and success rates, are consistent with the
advantages of data-driven resource allocation and student support.
4.6 Objective 4: Practical insights and recommendations for other educational
institutions
4.6.1 Theme 1: Importance of leadership and vision
The data analysis emphasises the significance of leadership and vision in facilitating the
successful implementation of digital transformation initiatives in educational institutions such
as Victory Educational Centre.
Participant 5 said, "Our leadership has a clear vision for digital transformation, which has
helped us align our efforts and successfully navigate the challenges we faced."
Participant 9 stated, "The support and guidance of our leaders have been instrumental in
driving the adoption of new technologies and fostering a culture of innovation."
The significance of leadership and vision in advancing digital transformation initiatives within
educational institutions is supported by these findings. Aesaert and Vanderlinde (2018), for
instance, highlight the importance of leadership and vision in the successful implementation of
digital transformation initiatives, arguing that a clear vision can assist institutions in aligning
their efforts and navigating the challenges associated with digital transformation.
In addition, the role of leadership in fostering a culture of innovation is supported by the
research of Fadel and Lemke (2018), who contend that effective leadership is essential for
fostering an environment that is conducive to innovation, which facilitates the successful
adoption of new technologies and digital transformation initiatives. Moreover, the findings of
Grainger and Stewart (2019) reaffirm the significance of strong leadership in overcoming the
obstacles associated with digital transformation, emphasising that a clear vision and supportive
leadership are essential for capitalising on the potential benefits of digitisation.
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4.6.2 Theme 2: Strategic planning and resource allocation
Under this theme, the data demonstrated the significance of strategic planning and resource
allocation for the successful implementation of digital transformation initiatives in educational
institutions such as Victory Educational Centre.
Participant 10 stated, "Strategic planning has been crucial for us in prioritising our digital
transformation initiatives and ensuring that our resources are allocated effectively."
Participant 11 stated, "By carefully aligning our digital transformation goals with our overall
institutional objectives, we have been able to maximise the impact of our investments in digital
technologies."
Participant 12 stated, "Through strategic planning, we have been able to identify and address
potential challenges, such as skills gaps and infrastructure requirements that could hinder our
digital transformation efforts."
The significance of strategic planning and resource allocation in advancing digital
transformation initiatives in educational institutions is supported by these findings. For
instance, Mertens and Goransson (2019) emphasise the importance of strategic planning for
effectively prioritising digital transformation initiatives and allocating resources. In addition,
the research of Ducange, Pecori, and Mezzanzanica (2018) supports the significance of
aligning digital transformation goals with overall institutional objectives. They argue that such
alignment is essential for maximising the impact of investments in digital technologies and
ensuring the successful implementation of digital transformation initiatives.
4.6.3 Theme 3: Collaboration and partnership
Under Theme 3: Collaboration and Partnership, the data analysis highlights the significance of
nurturing collaboration and partnerships for the successful implementation of digital
transformation initiatives in educational institutions such as Victory Educational Centre.
Participant 8 stated, "Collaborating with other institutions and external partners has enabled
us to gain access to valuable resources and expertise, which has greatly supported our digital
transformation efforts."
"Partnerships with technology providers and industry experts have played a crucial role in
keeping us abreast of the most recent technological advancements and best practises," said
participant 9.
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"By collaborating with other educational institutions, we have been able to learn from their
experiences and adopt effective strategies to advance our digital transformation initiatives,"
stated participant 12.
The significance of collaboration and partnerships in advancing digital transformation
initiatives in educational institutions is supported by these findings. Pappas and Pange (2018),
for instance, highlight the critical role that collaboration and partnerships play in gaining access
to valuable resources and expertise, which can significantly support digital transformation
initiatives.
The significance of partnerships with technology providers and industry experts is supported
by the research of Dron and Mishra (2019), who contend that such partnerships are necessary
for staying abreast of the most recent technological advancements and best practises in digital
transformation. In addition, Salmela, Eriksson, and Hamalainen's (2020) findings emphasise
the importance of collaborating with other educational institutions, noting that learning from
the experiences of others and adopting proven strategies can significantly contribute to the
successful implementation of digital transformation initiatives.
4.6.4 Theme 4: Monitoring and evaluation
Under Theme 4: Monitoring and evaluation, the data analysis emphasises the significance of
consistent monitoring and evaluation for the successful implementation of digital
transformation initiatives in educational institutions such as Victory Educational Centre.
Participant 7 stated, "Regular monitoring and evaluation have been crucial for us to track the
progress of our digital transformation initiatives and make data-driven adjustments as
needed."
Participant 8 stated, "By evaluating the impact of our digital transformation efforts on key
performance indicators, we have been able to identify areas for improvement and make wellinformed decisions about future investments."
Participant 10 stated, "Student and staff feedback played a crucial role in our evaluation
process, allowing us to refine our digital initiatives and ensure that they meet the needs of our
educational community."
The significance of monitoring and evaluation in advancing digital transformation initiatives
in educational institutions is supported by these findings. Stolterman and Fors (2019), for
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instance, emphasise the importance of regular monitoring and evaluation for tracking the
progress of digital transformation initiatives and making data-driven adjustments as necessary.
In addition, the research of Nolte, Kholodilin, and Skorobogatskh (2020) supports the
importance of evaluating the impact of digital transformation efforts on key performance
indicators. They argue that such evaluations are essential for identifying areas for improvement
and making informed decisions regarding future investments in digital technologies. The
findings of Otieno and Mwinzi (2018) emphasise the significance of collecting student and
staff feedback during the evaluation process, noting that such feedback can assist in refining
digital initiatives and ensuring that they meet the requirements of the educational community.
4.7 Conclusion
In conclusion, this chapter examined the effects of digitisation on organisational effectiveness
at Victory Educational Centre, the challenges faced in implementing digital transformation
initiatives, emerging opportunities, and practical recommendations for other educational
institutions. The analysis of the data gathered from the semi-structured interviews revealed a
number of key themes, which were discussed in light of the existing literature. The findings
provide valuable insights into the prospective benefits of digitisation in the education sector,
as well as the challenges and opportunities that institutions may face along their digital
transformation voyage. In addition, the practical recommendations derived from the case study
of Victory Educational Centre serve as a guide for other educational institutions seeking to
improve their performance and competitiveness via digital transformation. The study will
conclude with a summary of the findings, implications for practise and policy, limitations, and
recommendations for future research in the following chapter.
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CHAPTER
5:
SUMMARY
OF
FINDINGS,
CONCLUSIONS
&
RECOMMENDATIONS
5.1 Summary of Findings
The study embarked on a journey to critically evaluate the impact of digitisation on the
organisational effectiveness of Victory Educational Centre. The enquiry was directed by
several research objectives, and the findings present a narrative of transformation facilitated by
digitisation, fostering operational efficiency, promoting innovation, and boosting customer
satisfaction.
Enhanced operational efficiency emerged as a significant theme from the data collected.
Digitisation at Victory Educational Centre streamlined various processes and significantly
reduced paperwork, which dramatically increased the overall efficiency in operations. This
reduction in manual labour also facilitated swifter communication across various departments,
increasing the response time to various internal and external requirements. Participants, both
students and staff, acknowledged these improvements, which have changed the face of daily
operations at the institution. This transformative impact of digitisation, leading to enhanced
operational efficiency, resonates with the first objective of the study.
The journey of digitisation at Victory Educational Centre has also been a journey of innovation.
The institution witnessed the birth of new teaching methods, development of digital learning
materials, and creation of virtual platforms for interaction. Participants recognised the dynamic
shift towards these novel methods as a significant contributor to the institution's evolution,
marking the fulfilgence of the second research objective. Their accounts, infused with
experiences of changes in pedagogical practices and curriculum delivery, confirm the
transformative capacity of digitisation, making way for innovation.
The study's third objective, to understand the impact on customer satisfaction, was illuminated
by the experiences of both students and staff. The implementation of digital technologies
resulted in an improved quality of services, including more streamlined academic and
administrative procedures, more convenient access to resources, and a more personalised
learning experience. These enhancements, powered by digitisation, bolstered the satisfaction
levels of students and staff alike. Digitisation also necessitated a cultural shift within the
organisation, one that nurtures collaboration, adaptability, and a growth mind-set, thereby
further enhancing satisfaction.
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While digitisation brought about numerous advantages, the study also threw light on the
challenges encountered by Victory Educational Centre in its path to digital transformation, thus
addressing the second research question. Participants reported instances of resistance to
change, particularly among some staff members and students, creating barriers to a smooth
transition. Financial constraints were another major challenge, with limited funding posing
hurdles to the full extent of digitisation. The transition also surfaced technical difficulties,
including infrastructure limitations and system glitches, which were impediments to the
seamless implementation of digital tools and platforms. Furthermore, the gaps in digital literacy
and the need for continuous training presented significant challenges, demanding strategic
planning and resource allocation.
Despite these challenges, the digitisation process unveiled numerous opportunities, fulfilling
the study's third research question. The shift to digital opened up possibilities for Victory
Educational Centre to expand its academic offerings, introducing online and blended learning
experiences. Digital technologies also broke geographical barriers by facilitating access to a
wealth of global resources, enhancing knowledge sharing and collaboration. Moreover, the
process equipped students with relevant digital skills, thus enhancing their employability. The
advent of data analytics allowed for evidence-based decision-making, improving strategic
planning and resource allocation, thereby redefining the future of the institution.
The research objective to derive practical insights for other educational institutions was realised
by outlining several key strategies. The pivotal role of leadership and a clear vision, effective
planning and resource allocation, building partnerships, and regular monitoring and evaluation
emerged as crucial elements for successful digital transformation. The findings of the study
provided rich, multi-dimensional insights into the complex process of digitisation in an
educational institution. It vividly depicted the transformational journey of Victory Educational
Centre and offered valuable lessons for other institutions embarking on a similar path.
5.2 Interpretation of Findings
The findings obtained from the study provide a rich, nuanced understanding of the impacts of
digitisation on the organisational effectiveness of Victory Educational Centre. When
interpreted in relation to the research objectives, these findings help shed light on the complex
dynamics and multifaceted implications of digital transformation in an educational institution.
The transformational potential of digitisation is shown by the considerable improvement in
operational efficiency, which is demonstrated by simpler operations, less paperwork, and
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increased communication. This is consistent with the larger body of research on digital
transformation, which holds that using digital technologies can significantly increase
operational effectiveness. Victory Educational Centre has been able to optimise its operations,
get rid of waste, and boost production by utilising digital technologies. This interpretation
strengthens the connection between digitisation and organisational success, addressing the
initial research goal and demonstrating that educational institutions can really become more
effective through digital transformation.
The second research goal was to determine how digitisation could spur innovation. The
findings revealed that digitisation has spurred a wave of innovation at Victory Educational
Centre, leading to the development of new teaching methods, learning materials, and digital
platforms. These findings are indicative of the disruptive nature of digitisation, which often
catalyses new ways of doing things, pushing boundaries and fostering creativity. As such, the
findings highlight the transformative power of digitisation, which can enable educational
institutions to reinvent their teaching and learning practices, foster innovation, and stay
competitive in the rapidly evolving educational landscape.
The increase in customer satisfaction, reflected in improved service quality and overall
experience for students and staff, offers insightful interpretations related to the third research
objective. It seems that the integration of digital technologies has not only improved the
functionality of the institution but also significantly enhanced the user experience. The shift
towards more streamlined, personalised, and user-friendly services has led to increased
satisfaction among the institution's main stakeholders, suggesting that digitisation can indeed
enhance customer satisfaction. Moreover, the findings reveal a cultural shift towards
collaboration, adaptability, and a growth mind-set, which further enriches the organisational
effectiveness.
The interpretation of the challenges encountered during the digital transformation journey at
Victory Educational Centre underscores the complexity and multifaceted nature of this process.
The findings show that resistance to change, financial constraints, technical difficulties, and
skills and training gaps can pose significant challenges to the successful implementation of
digital transformation initiatives. This interpretation contextualises the digital transformation
journey within a broader organisational and social context, resolving the second research
question and illuminating the complexities and challenges associated with digital
transformation in educational institutions.
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Further interpretation of the transformative potential of digital technologies is provided by the
Victory Educational Centre's examination of opportunities arising from the digitisation
process. The findings indicate that digitalisation can facilitate the expansion of educational
offerings, provide access to global resources, improve student employability, and enable datadriven decision making. This interpretation is consistent with the larger discourse on digital
transformation, which emphasises the ability of digital technologies to disrupt traditional
business models, create new opportunities, and propel strategic innovation.
The Victory Educational Centre case study provides valuable interpretations that can inform
the strategies and practises of other educational institutions. The findings emphasise the
significance of leadership and vision, strategic planning and resource allocation, collaboration
and partnership, as well as monitoring and evaluation, for achieving a successful digital
transformation. These interpretations highlight the need for a holistic, strategic, and contextsensitive approach to digital transformation, addressing the fourth research objective and
providing valuable insights for other educational institutions embarking on a similar voyage.
5.3 Implications of the Study
The findings of this study have both theoretical and practical implications that can significantly
contribute to the existing literature on digital transformation and inform practice within
educational institutions.
From a theoretical perspective, the study extends our understanding of the impacts of
digitisation on organisational effectiveness in educational institutions. Uniquely examining the
dynamic interplay between digitisation and organisational efficacy, this research offers rich,
nuanced insights that enrich the current conversation on digital transformation. By
concentrating on an educational institution enduring digital transformation, this study provides
a context-specific understanding of this process, thereby filling a gap in the literature that has
been primarily focused on business organisations.
Existing theories regarding digital transformation, organisational efficacy, and change
management are confirmed and expanded upon by the findings. For example, the finding that
digitalisation can improve operational efficiency, promote innovation, and increase customer
satisfaction validates and expands the firm's resource-based perspective. It demonstrates that
digital resources can become strategic assets that boost an organisation's performance and
competitiveness if they are effectively managed and utilised.
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Significant theoretical implications accompany the observed shift in organisational culture
towards collaboration, adaptability, and a growth mind-set. This finding contributes to the
ongoing discussion on organisational culture and change management in the era of digitisation
by enhancing our comprehension of the cultural adjustments required to navigate digital
transformation successfully.
From a practical standpoint, the study provides insightful information for educational
institutions embarking on a comparable digital transformation voyage. The analysis of the
obstacles encountered by Victory Educational Centre in implementing digital transformation
initiatives, such as resistance to change, financial constraints, technical difficulties, and skill
and training deficits, provides an accurate depiction of the complexities of this process. These
findings can aid in the strategic planning and implementation processes of other institutions by
enabling them to anticipate and manage prospective challenges.
In addition, the investigation of the opportunities presented by the digitisation process can
inform the strategic decision-making of educational institutions. The findings imply that
digitisation can provide new opportunities for expanding educational offerings, gaining access
to global resources, augmenting student employability, and facilitating data-driven decision
making. This can motivate educational institutions to capitalise on the transformative potential
of digital technologies, thereby fostering strategic innovation and augmenting their
performance and competitiveness.
In conclusion, the case study of Victory Educational Centre yields insights that can be applied
to other educational institutions. The significance of leadership and vision, strategic planning
and resource allocation, collaboration and partnership, as well as monitoring and evaluation,
highlights the need for a comprehensive, strategic approach to digital transformation.
5.4 Recommendations for Victory Educational Centre
Several actionable recommendations can be made for Victory Educational Centre as it
continues its digital transformation voyage in light of the findings of this study.
The first recommendation relates to overcoming resistance to change, a significant obstacle
identified by the study. It is recommended that the Centre develop a comprehensive change
management strategy to direct its digital transformation initiatives. To encourage buy-in and
support for digital initiatives, this strategy should include a transparent communication plan
that explains the benefits of digitisation to all stakeholders, including faculty and students.
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Regular training and professional development programmes should also be implemented to
enhance digital literacy throughout the Centre, thereby reducing fear and cultivating confidence
in the use of digital technologies.
It is essential to address financial constraints. Consider pursuing additional funding sources to
support the Centre's digital transformation initiatives. This may involve government grants,
partnerships with technology corporations, or private donor fundraising. In addition, effective
budgeting and cost management strategies should be implemented in order to maximise the
utilisation of available resources. The investment in digital transformation should be regarded
as a long-term strategic investment with the potential to generate substantial returns in
operational efficiency, innovation, and customer satisfaction.
Regarding encountered technical issues, the Centre should concentrate on enhancing its
technological infrastructure. This includes upgrading obsolete systems, ensuring software
compatibility, and promptly addressing system errors. To ensure that digital technologies run
well, it would be helpful to have a specialised IT support team to help teachers and students
with technical concerns.
The Centre needs to fund activities that promote lifelong learning in order to reduce inequalities
in education and training. This may be achieved by holding frequent training sessions,
workshops, and seminars with the purpose of providing students and teachers with foundational
digital skills. The Centre might also keep up with the fast pace of technical development if it
fostered a culture of constant learning.
To take advantage of digitalisation's benefits, the Centre needs a well-thought-out plan to
extend its educational offerings. Increasing the number of online and integrated learning
opportunities in the curriculum would provide students greater control over their education and
likely increase enrolment and satisfaction. Improved resource sharing and cooperation may
also result from forming ties with foreign educational institutions and technological enterprises.
The Centre needs to include additional digital skills training for students in order to improve
their employability. Skills in programming, data analysis, and online advertising are all
examples. Students' employability may be increased even further if the Centre partnered with
local firms and industries to offer internships and other forms of hands-on experience. The
Centre should put money into data analytics tools and skills if it wants to make good use of
data-driven decision-making. Hiring data analysts or providing data analytics training to
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current employees may be necessary. The Centre's effectiveness and competitiveness can be
increased by adopting a data-driven strategy for strategic planning and resource allocation.
5.5 Recommendations for Future Research
Recognising the complex and evolving nature of the digital transformation process, this study
lays the groundwork for further research in numerous directions, adding to the understanding
of the impacts of digitisation on organisational effectiveness in the education sector.
The impact of digitisation on organisational effectiveness at Victory Educational Centre has
been largely positive in this study, including enhanced operational efficiency, fostering
innovation, increased customer satisfaction, and changes in organisational culture. However,
given the ever-evolving nature of digital technology, continuous study in this field is essential.
Future study might benefit from a longitudinal research design to investigate the effects of
digitisation on Victory Educational Centre's and other comparable institutions' long-term
efficiency.
This research has uncovered a number of obstacles that must be overcome in order for digital
transformation programmes to be successful. These include people's reluctance to adapt to new
ways of doing things, a lack of resources, technological issues, and a lack of training and
expertise. More in-depth investigation of these problems, as well as exploration of potential
solutions and best practises for addressing them, might inform future studies. Using a
comparative study methodology, these studies might look at how other schools have dealt with
these issues and find successful tactics and practises that other schools can adopt.
Additionally, this research has stressed the advantages of digitisation, such as the enlargement
of educational options, the availability of worldwide resources, the enhancement of students'
employability, and data-driven decision making. More in-depth study might be conducted into
these possibilities in the future, with an emphasis on how educational institutions can make use
of them to boost performance and competitiveness. The effectiveness of different online and
blended learning models, the effect of global collaboration and resource sharing on learning
outcomes, the value of digital skills in boosting students' employability, and the value of data
analytics in the strategic planning and decision-making of educational institutions are all areas
that could benefit from further study.
Fourth, the research primarily focuses on Victory Educational Centre as a target institution
because of the unique circumstances under which it operates. However, it could be useful to
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undertake similar studies at other universities, both in and out of the region. This would lead
to a more comprehensive understanding of digitalisation's impacts on organisational
effectiveness and, perhaps, the discovery of insights that can be applied to a larger spectrum of
instructional settings.
The researchers in this study used an interpretivist stance and employed a case study
methodology to gather qualitative data. Different research methodologies, techniques, and
designs might be used in the future to shed more light on the research problem. The impacts of
digitisation on organisational effectiveness might be studied in the future utilising a positivist
paradigm and quantitative research technique, in which important linkages and trends are
identified through statistical analysis.
5.6 Limitations of the Study
While this research provides important insights into how digitalisation has impacted the
efficiency of Victory Educational Centre, it is important to note that it, like all others, has
limitations. The study's conclusions should be interpreted with caution due to the study's
limitations, which include its research design, sample technique, and practical limits.
A qualitative approach and an interpretivist paradigm were integrated into the study's design.
This approach was selected because it is well-suited to exploring and making sense of the
participants' own perspectives and assumptions. Conclusions are very sensitive to the
participants' biases, beliefs, and perceptions, as they are based on their viewpoints and
experiences. While this is fundamental to the interpretivist approach, it also poses a potential
barrier to generalising the results.
A case study methodology was used, with Victory Educational Centre as the focus of the study.
Although this design was useful for a comprehensive examination and analysis of the effects
of digitalisation at the Victory Educational Centre, it limits the generalizability of the results.
The identified experiences, obstacles, and opportunities may be unique to Victory Educational
Centre and may not be wholly transferable to other educational institutions with distinct
contexts, resources, and digitisation strategies.
The purposive sampling strategy used in this study is subject to certain limitations. This
strategy was chosen to ensure the selection of participants who are directly or indirectly
affected by the impacts of digitisation on modern organisational effectiveness at Victory
Educational Centre. However, this strategy might have resulted in some degree of selection
71
bias, as the participants were not randomly selected. Furthermore, the sample size of 12
participants might not fully represent the diverse perspectives and experiences of all
stakeholders at Victory Educational Centre.
The use of semi-structured interviews as the primary data collection method has its limitations.
Although this method enabled the collection of rich and in-depth data, it relied heavily on the
participants' willingness and ability to articulate their experiences, attitudes, and perceptions.
Therefore, some relevant information might not have been captured if participants were
reluctant or unable to express their thoughts freely and accurately.
There were practical constraints that limited the scope and depth of the study. The study was
conducted under time and resource constraints, which might have affected the extent of data
collection and analysis. Also, the study was conducted during a period of ongoing digital
transformation at Victory Educational Centre, and some impacts of digitisation might not have
fully materialised or been recognised at the time of the study.
In spite of these limitations, the study has provided valuable insights into the impacts of
digitisation on organisational effectiveness at Victory Educational Centre, identifying key
challenges and opportunities and offering practical recommendations. The limitations of the
study also highlight potential areas for future research, thus contributing to the ongoing
discourse on this critical topic.
5.7 Concluding Remarks
In conclusion, this study has contributed significantly to our understanding of the intricate
process of digitisation in educational institutions, specifically at Victory Educational Centre,
and its subsequent impacts on organisational effectiveness. The findings have cast light on the
nuanced ways that digital transformation can foster operational efficiency, enhance innovation,
and improve customer satisfaction, while also presenting distinct challenges and opportunities.
Fundamentally, the transformation brought about by digitisation is not merely technological; it
also profoundly influences the organisational culture and socio-technical dynamics within the
institution. The study revealed a shift towards a more collaborative, adaptable, and growthoriented culture, driven by the introduction of digital technologies. This supports the idea that
effective digital transformation requires a cultural transition that embraces change, encourages
innovation, and promotes digital literacy among all stakeholders.
72
The identified obstacles, such as resistance to change, financial constraints, technical
difficulties, and deficits in skills and training, highlight the complexity of implementing digital
transformation initiatives. They highlight the need for effective change management strategies,
solid technical support, ongoing training, and adequate resources to assure the success of digital
transformation.
In contrast, the opportunities presented by digitisation – the expansion of educational offerings,
access to global resources, improvement of student employability, and data-driven decisionmaking – emphasise the potential benefits of digital transformation. They imply that despite
the obstacles, digitalisation can provide educational institutions with enormous benefits in
terms of increasing service quality, augmenting learning experiences, and bolstering
organisational competitiveness.
Significant practical implications result from the study's findings for Victory Educational
Centre and possibly other similar institutions. Based on the study's findings, the
recommendations provide a road map for navigating the digital transformation voyage and
maximising its benefits. They emphasise the significance of strong leadership and vision,
strategic planning and resource allocation, collaboration and partnership, and regular
monitoring and evaluation in achieving digital transformation success.
This research reveals a number of promising avenues for future research. Due to the contextspecific nature of the findings, additional research could investigate the effects of digitalisation
in various categories of educational institutions or in different geographical or cultural contexts.
Moreover, as digitisation is a dynamic and evolving process, longitudinal studies could provide
valuable insights into the long-term effects and adaptation and change processes over time.
The study also raises significant theoretical issues regarding the relationship between
technology and organisational processes, the socio-technical dynamics of digital
transformation, and the role of organisational culture in facilitating or impeding digitisation. In
the disciplines of organisational studies and technology management, these could be fruitful
areas for further research.
Despite the study's limitations, the findings make a substantial contribution to our
comprehension of the complicated phenomenon of digitalisation in the educational sector. The
research voyage has been illuminating and elucidating, revealing the multifaceted effects of
digitisation on organisational efficacy and establishing the foundation for future research in
this vital area. As digitisation continues to transform the educational landscape, there is no
73
doubt that the insights and lessons garnered from this study will remain pertinent and valuable
for decades.
74
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SEMI – STRUCTURED INTERVIEWS
SECTION A: DEMOGRAPHIC DETAILS
1. Gender:

Male

Female

Prefer not to say

Other: _______________
2. Age:

20-29

30-39

40-49

50-59

60 and above
3. Position at Victory Educational Centre:

Administrator

Faculty

Support Staff

Student

Other: _______________
4. Tenure at Victory Educational Centre (for staff):

Less than 1 year

1-5 years

6-10 years

11-15 years
80

16-20 years

More than 20 years
5. Current Academic Programme (for students):

Undergraduate

Graduate

Vocational Course

Other: _______________
6. Academic Discipline (for students):

Engineering

Commerce

Education

Arts

Other: _______________
7. Highest level of education attained:

High School diploma

Undergraduate degree

Master's degree

Doctorate

Other: _______________
8. How would you rate your familiarity with digital technologies?

Novice (minimal experience)

Intermediate (some experience)

Advanced (considerable experience)

Expert (extensive experience)
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9. Have you been directly involved in the digitisation initiatives at Victory Educational
Centre?

Yes

No
If yes, in what capacity have you been involved?

Planning

Implementation

Training

Use of digital tools/resources

Other: _______________
SECTION
B:
IMPACTS
OF
DIGITISATION
ON
ORGANISATIONAL
EFFECTIVENESS AT VICTORY EDUCATIONAL CENTRE
10. What is the most significant change in operational efficiency that you have observed
since the implementation of digital transformation at Victory Educational Centre?
11. Can you describe a specific instance where digitisation directly led to an innovative
outcome or approach at the Centre?
12. How has digitisation directly affected customer (students and parents) satisfaction, and
can you provide any concrete examples of this impact?
13. What has been the most noticeable change in the organisational culture of Victory
Educational Centre due to the digitisation process?
82
SECTION C: CHALLENGES FACED BY VICTORY EDUCATIONAL CENTRE IN
IMPLEMENTING DIGITAL TRANSFORMATION INITIATIVES
14. Can you identify a particular instance where resistance to change became a significant
barrier to the implementation of digital transformation?
15. How have financial constraints hindered the digitisation process at Victory Educational
Centre, if at all? Can you cite a specific situation?
16. What has been the most challenging technical difficulty encountered during the digital
transformation process, and how was it addressed?
17. Can you describe an incident where a lack of skills or training presented a significant
challenge to the digitisation process at Victory Educational Centre?
SECTION D: OPPORTUNITIES EMERGING FROM THE DIGITISATION
PROCESS AT VICTORY EDUCATIONAL CENTRE
18. Can you provide an example of how digitisation has directly led to an expansion in the
educational offerings at Victory Educational Centre?
19. How has digitisation enhanced access to global resources, and can you share a specific
instance where this was particularly beneficial?
20. Can you describe a scenario where the digitisation process has directly enhanced
student employability at Victory Educational Centre?
21. What is the most impactful decision that has been made based on data collected and
analysed due to the digitisation process at Victory Educational Centre?
SECTION E: PRACTICAL INSIGHTS AND RECOMMENDATIONS FOR OTHER
EDUCATIONAL INSTITUTIONS
22. Can you recount a situation where leadership and vision played a critical role in the
successful implementation of digital transformation initiatives at Victory Educational
Centre?
23. How has strategic planning and resource allocation played a critical role in the
digitisation process? Can you describe a specific instance of this?
24. Can you share an example where collaboration or partnership (internal or external)
greatly facilitated the digital transformation process at Victory Educational Centre?
25. What specific monitoring and evaluation strategy has proven most effective during the
digitisation process at Victory Educational Centre, and why?
83