Higher Education Institutions, a complex system undergoing digital transformation.
Abstract
The digital transformation of higher education institutions (HEIs) in Mexico has been an evolutionary process, from the introduction of mainframes in the 1960s and 1970s to the integration of digital technologies in the 21st century. This chapter analyzes the transformation through a complexity theory framework, highlighting how the multiplicity of actors, the diversity of subsystems and the influence of internal and external factors make these institutions dynamic systems. The importance of adaptability and self-organization is addressed, as well as how emerging technologies such as artificial intelligence and virtual reality are redefining education. Challenges such as resistance to change and the digital divide are also explored, along with opportunities for innovation, personalization of learning, and greater educational inclusion. This analysis concludes that adopting a systems perspective is essential to effectively manage digital transformation and build a more inclusive and resilient educational future.
Downloads
References
Akour, M., & Alenezi, M. (2022). Higher education future in the era of digital transformation. Education Sciences, 12(11), 784.
Álvarez, R. B., & Mayo, I. C. (2009). Las tecnologías de la información y la comunicación en la educación superior. Estudio descriptivo y de revisión. Revista Iberoamericana de educación, 50(7), 1-12.
Becerra-Peña, D. L., Rodríguez Ruiz, J. G., & Gutiérrez Moreno, P. (2023). ICT and Higher Education in Mexico: A State-Level Productivity Analysis. RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 13(26)..
Becerra-Peña, D. L. (2024). Logros educativos y TIC: análisis comparativo de la productividad latinoamericana. Cuadernos de Economía, 43(92).
Benavides, L. M. C., Tamayo Arias, J. A., Arango Serna, M. D., Branch Bedoya, J. W., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3291.
Brown, M., McGreal, R., & Peters, M. (2023). A strategic institutional response to micro-credentials: Key questions for educational leaders. Journal of Interactive Media in Education, 2023(1).
Chinkes, E., & Julien, D. (2019). Las instituciones de educación superior y su rol en la era digital. La transformación digital de la universidad:¿ transformadas o transformadoras?. Ciencia y Educación, 3(1), 21-33.
Gómez Collado, M. E., Contreras Orozco, L., & Gutiérrez Linares, D. (2016). El impacto de las tecnologías de la información y la comunicación en estudiantes de ciencias sociales: un estudio comparativo de dos universidades públicas. Innovación educativa (México, DF), 16(71), 61-80.
Gull, M., Parveen, S., & Sridadi, A. R. (2024). Resilient higher educational institutions in a world of digital transformation. foresight, 26(5), 755-774.
Hafseld, K. H., Hussein, B., & Rauzy, A. B. (2021). An attempt to understand complexity in a government digital transformation project. International Journal of Information Systems and Project Management, 9(3), 70-91.
Iscaro, V., Castaldi, L., Maresca, P., & Mazzoni, C. (2022). Digital transformation in the economics of complexity: the role of predictive models in strategic management. Journal of Strategy and Management, 15(3), 450-467.
Miiro, F. (2016). Conflict management in higher educational institutions: A complexity perspective. In Applied chaos and complexity theory in education (pp. 199-208). IGI Global.
Pinheiro, R., & Young, M. (2017). The university as an adaptive resilient organization: A complex systems perspective. In Theory and method in higher education research (Vol. 3, pp. 119-136). Emerald Publishing Limited.
Romero Carbonell, M., Romeu Fontanillas, T., Guitert Catasús, M., & Baztán Gutiérrez, P. (2023). La transformación digital en la educación superior: el caso de la UOC. RIED. Revista iberoamericana de educación a distancia.
Salazar, J. C. C., Fernández, D. L. C., & Vallejos, R. E. R. (2024). Evolución y Tendencias en la Gestión Basada en Resultados en Instituciones de Educación Superior: Una Revisión Bibliométrica. Revista Reflexiones de la Sociedad y Economía, 1(2), 112-132.
Schneider, A., Wickert, C., & Marti, E. (2017). Reducing complexity by creating complexity: A systems theory perspective on how organizations respond to their environments. Journal of Management Studies, 54(2), 182-208.
Serna Gómez, J. H., Díaz-Piraquive, F. N., Muriel-Perea, Y. D. J., & Díaz Peláez, A. (2021). Advances, opportunities, and challenges in the digital transformation of HEIS in Latin America. Radical Solutions for Digital Transformation in Latin American Universities: Artificial Intelligence and Technology 4.0 in Higher Education, 55-75.
Stensaker, B. (2018). Academic development as cultural work: Responding to the organizational complexity of modern higher education institutions. International Journal for Academic Development, 23(4), 274-285.
Torres-Ruiz, M., & Moreno-Ibarra, M. (2019). Challenges and opportunities in the digital transformation of the higher education institutions: the case of Mexico. Management and administration of higher education institutions at times of change, 137-149.
Valdés, K. N., y Alpera, S. Q., & Cerdá Suárez, L. M. (2021). An institutional perspective for evaluating digital transformation in higher education: Insights from the Chilean case. Sustainability, 13(17), 9850.
Copyright (c) 2024 Iberoamerican Journal of Complexity and Economics Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors transfer exclusively the right to publish their article to the Iberoamerican Journal of Complexity and Economics Sciences, which may formally edit or modify the approved text to comply with its own editorial regulations and with universal grammatical standards, before its publication; Likewise, our journal may translate the approved manuscripts into as many languages as it deems necessary and disseminate them in various countries, always giving public recognition to the author or authors of the research.
