COVID-19 and Key Digital Transformation Lessons for Higher Education Institutions in USA

David Milar Mhlanga*

France Department of Accountancy , University of Johannesburg, Johannesburg

*Corresponding Author:

David Milar Mhlanga France Department of Accountancy , University of Johannesburg, Johannesburg E-mail: dmhlanga1010@uj.ac.za

Received: 02-Jun-2022, Manuscript No. jpt-22-29852; Editor assigned: 06-Jun-2022, PreQC No. jpt-22-29852 (PQ); Reviewed: 20-Jun-2022, QC No. jpt-22-29852; Revised: 23-Jun-2022, Manuscript No. jpt-22-29852(R); Published: 30-Jun-2022, DOI: 10.37532/jpt.2022.5(3).57-58

Abstract

COVID-19 has left associate degree clear impression on the globe stage. it’s altered the global socio-economic landscape, forcing people to adapt and embrace new ways in which of doing business, similarly as new ways in which of life. One among the foremost vital effects of the pandemic was to hasten the adoption of digital technologies by several areas of the worldwide economy. Field closures were ascertained within the educational activity sector, golf shot associate degree finish to long-standing face-to-face teaching and learning. This necessitated the foremost fast paradigm shift ever seen during this trade to continue educating and learning. Associate degree abrupt amendment to on-line learning, that is primarily dependent on digital technologies, occurred. As a result, the aim of this text is to analyze and determine 10 critical digital transformation lessons from COVID-19 for South African educational activity establishments. Secondary knowledge gathered from the literature analysis were wont to meet the study’s goal. The study concluded by birthing out the foremost necessary digital transformation lessons for African nation, including the notion that the country ought to try to make digital capabilities as a result of digital technology gaps remain wide, among different things.

Keywords

Digital transformation• Higher education• Digital technologies

Introduction

There are some world pandemics kind of like COVID-19 within the past, and among them were the Spanish grippe in 1918 and also the swine influenza in 2009 in keeping with Hickok, these pandemics were deadly. However, within the u. s. of America, generally, the swine influenza had a morbidity of zero.02% between Gregorian calendar month 2009 and Gregorian calendar month 2010, whilst, within the same country in 2020, the morbidity of COVID-19 was a pair of, that is a hundred times above that of the swine flu. These statistics substantiate the very fact that the aftermath of COVID-19 is that the worst ever within the recent history of the globe. Having speedily touch the whole globe, the pandemic created associate degree ineradicable mark on all aspects of life, therefore forcing folks to regulate and embrace new ways in which of doing business, similarly as ever-changing ways in which of life [1]. One of the major things that this pandemic did was to hurry up the adoption of digital technologies by several sectors of economies across the world. Before the happening of this pandemic, the digital transformation had already been witnessed in numerous sectors however at a slow pace, particularly in most developing economies, with African nation enclosed.

Literature Review

The new experiences ushered in by COVID-19 across all sectors of the worldwide economy created analysis opportunities. Numerous analysis studies were conducted to ascertain the consequences of the pandemic on the upper education sector. Marinoni conducted survey on the impact of COVID-19 on establishments of upper learning globally through the International Association of Universities initiative. The survey was conducted to get a better understanding of the disturbances caused by the pandemic on establishments of upper education globally. The survey conjointly geared toward work the primary measures enforced by establishments of upper learning in their response to the crisis [2]. The results from this survey were supported the subsequent themes: infrastructure started to speak with each the scholars and employees, impact on enrolment, being consulted for public policy development, government and ministry of upper education support, partnerships, teaching and learning, necessary opportunities, international student mobility, virtual mobility, conducting assessments, research, and community engagement.

Method and material

Secondary desktop analysis was utilized in this study to assess and determine the foremost digital transformation lessons from COVID-19 for South African educational activity establishments. In this study, qualitative content analysis was used. Content analysis, according to Stemler, is “a systematic, repeatable technique for condensation several words of text into fewer content classes supported clear cryptography principles” [3]. Content analysis, according to Prasad, is “the scientific investigation of the content of the communication.” Content analysis is “the study of the content relating the meanings, contexts, and intents contained in messages”

Conclusions

COVID-19 has created associate degree ineradicable mark throughout the world. it’s modified the socio-economic state of affairs the globe over and made folks to regulate and embrace new ways in which of doing business, similarly as new ways in which of living. One among the foremost things that this pandemic did was to hurry up the adoption of digital technologies by several sectors of economies across the world [4]. The upper education sector saw campuses being shut down, a situation that suddenly stopped long-established face-to-face teaching and learning. This mechanically mixed up the foremost swift paradigm shift ever witnessed during this sector to continue teaching and learning. There was a sharp shift to on-line learning, which is heavily obsessed with digital technologies [5].

Acknowledgement

None

Conflict of Interest

No conflict of interest

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