This study aims to explore strategic management perspectives in universities to deal with inherent issues and challenges regarding technological change and innovation. This qualitative study utilized an inductive approach using open-ended interviews with deans, deputy deans, and heads of department from a single case university in Kuala Lumpur, Malaysia. Moreover, observation protocol and review of relevant documents from the case university were collated to triangulate findings. From the in-depth thematic analysis, it was found that effective strategic management was a critical task for the authorities to identify inherent issues and challenges during the process of technological change covering the following aspects: cultural, technical competency, educational proficiency, instructional, and financial. Thus, analyzing obstacles enables the authorities to determine possible solutions to address issues and challenges affecting the process of change.
TopIntroduction
Majority of the current globalization reforms in societies are related to the recent digital transformation and technological change. The concept of technological change and innovation is integral in the effective role of learning technologies to enhance the capability of educational organization’s performance (Katz, 2020). New technological change and innovation has been described as an effective enabler to produce advanced and quality education. Particularly, in the current COVID-19 pandemic, technological change is revolutionizing the way businesses approach their operations, product and service offerings, marketing efforts, and every other facets of their organization. Higher education is one of the main industries that are well-positioned to derive considerable benefits from the recent technological change and transformation (Ali, 2020). Thus, developmental reforms have been used in implementing technological change and innovation at the universities for the purpose of future post- pandemic global growth.
Previous studies highlight the need for strategic plan in managing technological change in higher education institutions. Due to the essential role of educational change in today’s diverse society, managing technological change is a process that requires more attention, and further research needs to examine its different aspects (Kotterman, 2006; Picciano, 2017). Studies on the concept of planned change (Rossiter, 2006; Zellweger, 2006; Veeramani, 2010), admit the “lack of strategic leadership and management” as one of the main challenges, which educational organization and universities face in the current changing society. Hence, in today’s demanding environment the key challenge facing educational authorities and decision makers is related to their capability to identify a long-term vision, mission, and strategies that can be delivered effectively through the best practices in strategic management to deal systemically with the technological changes (Richards, Connolly, & O’Shea, 2004; Picciano, 2017; Oyadonghan & Eke, 2011).
Researchers argue that any change program, which is characterized by multiplicity and communication such as new technological change in education system, needs to be managed as a whole rather than a piecemeal (Cao & McHug, 2005; Kemp, 2005; Ghavifekr & DeWitt, 2019) hence, it requires a clear vision and strategic plan with a system perspective, as well as resource planning (Ghavifekr & Sufean, 2011). According to Banathy (1996) the old-fashioned social planning approaches of some educational institutions to separate problems into individual pieces is not the answer for an effective and efficient solutions. Correspondingly, the recent technological changes, such as implementing e-learning innovation in education system, has a key systemic implication and needs to be carefully planned and managed to make it more effective and efficient (Uys, 2007; Ghavifekr & Hazlina, 2015).
With regard to implementation of e-learning as the key technological change in higher education institutions, Bates (2000) argued that efforts to initiate major changes will affect all of its subsystems particularly the administrative and management that requires higher education institutions to make a system- wide systemic change (Uys, 2007). Nonetheless, despite the importance of strategic planning and policies for success of change process in universities, so far most of the studies have focused on the changes which are geared towards instruction and learning such as pedagogy, curriculum design, and learning strategies, but a few on the leadership, management and governance aspects of technological change.
Although there is a lack of research on systemic change and change management in the Malaysian higher education context, a few related studies show the need for conducting research in managerial aspects of educational change in the country (Ghavifekr et al., 2012). Hashim (2007) names change management strategies as one of the main challenges faced by Malaysian higher education today. Raja Maznah (2004) suggests that the sustainability of such learning systems not only depends on having clear vision, but also on careful planning and managing the new strategies for technological change. Thus, careful planning and managing is needed for the sustainable implementation of any technological change in educational institutions.