Digital transformation observatory: post-covid edition 2022

Imed Boughzala () and Aurélie Dudézert ()
Additional contact information
Imed Boughzala: LITEM - Laboratoire en Innovation, Technologies, Economie et Management (EA 7363) - UEVE - Université d'Évry-Val-d'Essonne - Université Paris-Saclay - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris], IMT-BS - TIM - Département Technologies, Information & Management - TEM - Télécom Ecole de Management - IMT - Institut Mines-Télécom [Paris] - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris]
Aurélie Dudézert: LITEM - Laboratoire en Innovation, Technologies, Economie et Management (EA 7363) - UEVE - Université d'Évry-Val-d'Essonne - Université Paris-Saclay - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris], IMT-BS - TIM - Département Technologies, Information & Management - TEM - Télécom Ecole de Management - IMT - Institut Mines-Télécom [Paris] - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris]

Working Papers from HAL

Abstract: The advent of digital technologies and the emergence of the digital and collaborative economy have had profound social impacts. Every organization is affected by these transformations and must deal with them. New development opportunities are emerging for institutions that know how to adapt to them. In shifting the relationship with students and staff, the digital transformation is creating expectations in terms of new value-creating services for institutions (development of EdTech, certification of skill sets). The Covid-19 pandemic has heightened awareness of what is at stake for business schools in this digital transformation. As for many companies, the pandemic has been a real «crash test» for the digital maturity of higher education institutions. The shift to digital technologies to ensure the continuity of activities was not done without hiccups, but it also constituted an opportunity for real managerial and pedagogical innovation that will bring new development opportunities for business schools. The importance of this issue for business schools prompted the FNEGE to create a Digital Transformation Observatory, whose purpose is to support French business schools in the various transformations they need to undergo to benefit from the opportunities offered by the digital transformation. This is part of a Continuous Quality Improvement approach to managerial practices and support for business schools and faculties – core missions for the FNEGE.

Keywords: High school education; Digital Transformation Management; Digital Transformation DT; Digital Maturity (search for similar items in EconPapers)
Date: 2022-10-06
References: Add references at CitEc
Citations:

Published in [Research Report] Fondation Nationale pour l’Enseignement de la Gestion des Entreprises (FNEGE). 2022, pp.1-51

There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:hal:wpaper:hal-03810329

Access Statistics for this paper

More papers in Working Papers from HAL
Bibliographic data for series maintained by CCSD ().