Revealing the digital transformation, uncovering hidden process dimensions of education
Tsupari, Kaisa; Lagstedt, Altti; Kauppinen, Raine (2024)
Lataukset:
Emerald Publishing
2024
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2024091371052
https://urn.fi/URN:NBN:fi-fe2024091371052
Tiivistelmä
Purpose
This study explores the consequences of digitalization in the field of education, particularly in relation to teachers’ course processes in higher education institutions. It emphasizes the importance of understanding how information systems (IS) support not only individual tasks but also processes as a whole. The results reveal that process practices have not been considered comprehensively and even core processes may be unseen.
Design/methodology/approach
A systematic literature review was conducted to explore the extent to which teachers’ processes are discussed in the literature. A qualitative case study was then conducted at a Finnish higher education institution to identify course processes and their relationships to IS.
Findings
Teachers’ processes have scarcely been discussed in the literature, and the process support provided by ISs is remarkably limited. It seems that course processes, which are core to education, are a blind spot in education digitalization. To support evaluating the level of support by IS, novel course process indicators were introduced.
Practical implications
Developing core processes, teachers’ course processes and thesis processes in education field, supports improving service quality. In all industries, organizations should consider whether processes are properly recognized and whether IS support not only individual tasks but also processes as a whole. We recommend recognizing and applying business process management practices to better support teachers’ work and to improve overall efficiency in education.
Originality/value
To the best of our knowledge, this is the first education sector study that attends to teacher’s work as a comprehensive process.
This study explores the consequences of digitalization in the field of education, particularly in relation to teachers’ course processes in higher education institutions. It emphasizes the importance of understanding how information systems (IS) support not only individual tasks but also processes as a whole. The results reveal that process practices have not been considered comprehensively and even core processes may be unseen.
Design/methodology/approach
A systematic literature review was conducted to explore the extent to which teachers’ processes are discussed in the literature. A qualitative case study was then conducted at a Finnish higher education institution to identify course processes and their relationships to IS.
Findings
Teachers’ processes have scarcely been discussed in the literature, and the process support provided by ISs is remarkably limited. It seems that course processes, which are core to education, are a blind spot in education digitalization. To support evaluating the level of support by IS, novel course process indicators were introduced.
Practical implications
Developing core processes, teachers’ course processes and thesis processes in education field, supports improving service quality. In all industries, organizations should consider whether processes are properly recognized and whether IS support not only individual tasks but also processes as a whole. We recommend recognizing and applying business process management practices to better support teachers’ work and to improve overall efficiency in education.
Originality/value
To the best of our knowledge, this is the first education sector study that attends to teacher’s work as a comprehensive process.