Digital Transformation at a selected South African Higher Education Institution: An Administrative Perspective

Abstract

As a result of the Fourth Industrial Revolution and the digital transformation which has been accelerated by the COVID-19 pandemic, digital transformation has been identified as a critical imperative that higher education institutions (HEIs) cannot ignore. Nevertheless, while academic functions have gradually shifted to the use of digital technologies, administrative functions have been rather slow to do so, and this tendency is especially pronounced in resource-constrained public institutions in South Africa. This study examines the digital transformation of administrative functions at a public university in South Africa, looking at the strategies, the impact of said strategies, barriers, and adaptation mechanisms that affect the effectiveness of administration. Based on a multi-theoretical framework which comprises of Transformational Leadership Theory, Institutional Theory, Change Management Theory and Lean Management Theory, the study uses a qualitative explorative design. Semi-structured interviews were conducted with professional administrative staff and management to collect data on the perception of digital transformation practices. Thematic analysis identified successful strategies (cloud-based systems, performance monitoring, digital upskilling), barriers (technological infrastructure deficits, resistance to change, limited funding) and adaptation mechanisms (Lean Digital Transformation, contextualised training tools) from the data. Thus, the study concludes that digital transformation in administrative contexts is most effective when it is holistic and people-centred, with clear strategic direction, cultural engagement, and sustained leadership. The implications of the findings thus highlight the need for South African HEIs to develop and embed tailored and scalable transformation frameworks that focus on the dual imperatives of di