Publicação

Measuring the digital maturity of higher education institutions: A focus on staff competences

Detalhes bibliográficos
Resumo:	This paper looks at how higher education staff at a higher education institution are evaluated for their digital skills to help develop and support effective digital transformation strategies. The study uses a survey method to assess staff proficiency in various digital areas, based on the national reference framework for digital competence. This is because staff digital skills are crucial for successful institutional digitalization. The findings reveal a diverse range of digital competences among staff, highlighting areas of strength and identifying specific skill gaps that require attention. The study results show that staff have more digital skills in information, data literacy, communication, and collaboration and less in security and problem-solving. They also reveal the effects of age, length of service, level of education and professional level on digital proficiency. Middle-aged workers generally showed higher levels of digital proficiency than their younger and older counterparts. Employees in the middle of their service time have better results than those with less or more service time. Employees with a bachelor's degree generally have higher levels of proficiency than employees with secondary and master's degrees. At the professional level, computer specialists and technicians are positively associated with greater digital proficiency, in contrast to technical and operational assistants. These findings underscore the importance of tailored digital training programs that consider previous factors to enhance overall digital literacy in the staff. This study presents a valuable tool for institutions seeking to improve their digital transformation and leverage technology to enhance institutional effectiveness.
Autores principais:	Bruno, Luís
Outros Autores:	Amaral, Marta; Pereira, Fernanda; Fidaldo, Adriano; Silva, André; Delgado, Carlos; Brito, Isabel; Barros, João
Assunto:	Digital competences Higher education staff Digital transformation Polytechnic institute Diagnostic assessment
Ano:	2025
País:	Portugal
Tipo de documento:	comunicação em conferência
Tipo de acesso:	acesso aberto
Instituição associada:	Instituto Politécnico de Beja
Idioma:	inglês
Origem:	Repositório Institucional do IPBeja

Descrição
Resumo:	This paper looks at how higher education staff at a higher education institution are evaluated for their digital skills to help develop and support effective digital transformation strategies. The study uses a survey method to assess staff proficiency in various digital areas, based on the national reference framework for digital competence. This is because staff digital skills are crucial for successful institutional digitalization. The findings reveal a diverse range of digital competences among staff, highlighting areas of strength and identifying specific skill gaps that require attention. The study results show that staff have more digital skills in information, data literacy, communication, and collaboration and less in security and problem-solving. They also reveal the effects of age, length of service, level of education and professional level on digital proficiency. Middle-aged workers generally showed higher levels of digital proficiency than their younger and older counterparts. Employees in the middle of their service time have better results than those with less or more service time. Employees with a bachelor's degree generally have higher levels of proficiency than employees with secondary and master's degrees. At the professional level, computer specialists and technicians are positively associated with greater digital proficiency, in contrast to technical and operational assistants. These findings underscore the importance of tailored digital training programs that consider previous factors to enhance overall digital literacy in the staff. This study presents a valuable tool for institutions seeking to improve their digital transformation and leverage technology to enhance institutional effectiveness.