Document Type : Original Article
Authors
1
Associate Professor, Department of Public Administration, Faculty of Management and Accounting, Allameh Tabataba'i University, Tehran, Iran. koushkie@atu.ac.ir
2
PhD Candidate in Human Resource Management, Faculty of Management and Accounting, Allameh Tabataba'i University, Tehran, Iran. hossein_hamzvi@atu.ac.ir
3
Assistant Professor, Department of Public Administration, Payame Noor University, Tehran, Iran. hamed.hashemi@pnu.ac.ir
Abstract
Background and Objectives: The development of digital competencies among public university administrators in the era of sustainability (EOS) plays a significant role in enhancing the quality of education, intelligent management, and aligning educational and research activities with technological and sustainable transformations. Therefore, the aim of this study was to identify and prioritize the drivers for developing digital competencies among public university administrators in the EOS.
Materials and Methods: In terms of methodology, this study is based on structural interaction matrix analysis with a strategic futures studies approach, and in terms of objective, it is of a applied type. The statistical population consisted of 15 experts, including university professors and public university administrators, selected through purposive sampling. Data were collected through semi-structured interviews and a qualitative scoring questionnaire ranging from zero to three according to the structural interaction matrix, and were analyzed using the MicMac statistical software.
Results: According to the findings and the analysis of direct and indirect relationships among the drivers for developing digital competencies among public university administrators in the EOS, it was observed that the drivers including systematic design and implementation of digital training and empowerment programs, development of a continuous learning approach among administrators regarding technological changes and digital innovation, enhancement of inter-sectoral interactions within the university through digital communication tools, formulation and implementation of strategic policies supporting new technologies, and development of specialized human resources and technology support within the university structure were identified as influential (driving) drivers. Furthermore, it was determined that the drivers including establishment of integrated digital platforms for various organizational levels, institutionalization of a self-learning, transformative, and technology-oriented organizational culture within the university, and enhancement of cognitive, skill-based, and technological competencies of university administrators were identified as dependent (influenced) drivers. Finally, it was observed that the drivers including improvement of the digital maturity level of organizational structures, processes, and procedures, and consolidation of an agile and technology-oriented organizational structure at university management levels were identified as independent drivers.
Conclusion: The results of this study indicated that identifying and prioritizing the drivers for developing digital competencies among public university administrators in the EOS promotes data-driven decision-making and the application of new technologies in managing current processes and achieving the goals of public universities in line with sustainability objectives. Additionally, this leads to improved efficiency, increased educational and research innovation, and better responsiveness to the needs of students and society in facing sustainability issues.
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