{"title":"Revealing the digital transformation, uncovering hidden process dimensions of education","authors":"Kaisa Tsupari, Altti Lagstedt, Raine Kauppinen","doi":"10.1108/bpmj-09-2023-0748","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>To the best of our knowledge, this is the first education sector study that attends to teacher’s work as a comprehensive process.</p><!--/ Abstract__block -->","PeriodicalId":47964,"journal":{"name":"Business Process Management Journal","volume":null,"pages":null},"PeriodicalIF":4.5000,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Business Process Management Journal","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1108/bpmj-09-2023-0748","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BUSINESS","Score":null,"Total":0}
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Abstract
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.
期刊介绍：
Business processes are a fundamental building block of organizational success. Even though effectively managing business process is a key activity for business prosperity, there remain considerable gaps in understanding how to drive efficiency through a process approach. Building a clear and deep understanding of the range process, how they function, and how to manage them is the major challenge facing modern business. Business Process Management Journal (BPMJ) examines how a variety of business processes intrinsic to organizational efficiency and effectiveness are integrated and managed for competitive success. BPMJ builds a deep appreciation of how to manage business processes effectively by disseminating best practice. Coverage includes: BPM in eBusiness, eCommerce and eGovernment Web-based enterprise application integration eBPM, ERP, CRM, ASP & SCM Knowledge management and learning organization Methodologies, techniques and tools of business process modeling, analysis and design Techniques of moving from one-shot business process re-engineering to continuous improvement Best practices in BPM Performance management Tools and techniques of change management BPM case studies.
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