Digitalisation at universities due to the coronavirus (DiHS.c)

Project description

From face-to-face seminars to virtual teaching: Universities in Germany were affected by significant restrictions due to the coronavirus pandemic, which had a drastic impact on teaching and research. Among other things, the majority of teaching was moved to the virtual space and research collaborations and cooperation between faculties also had to be carried out remotely.

In cooperation with the Bavarian State Institute for Higher Education Research and Planning (IHF), the bidt investigated the effects of the coronavirus pandemic on the digital transformation of universities.

To this end, the project analysed how professors’ assessments of the digital transformation of universities and universities of applied sciences in Bavaria and the comparative federal states of Baden-Württemberg, Lower Saxony and Saxony have changed during the coronavirus pandemic compared to before. The project also looked at the challenges that digital transformation posed for professors during the pandemic. In addition, the project team also looked at how Bavarian students experienced the digital transformation of their universities and the challenges they faced.

The project was completed by 31 October, 2021.

Results

The results show that the shift of teaching to the digital space was perceived as largely successful and was rated positively by the vast majority of professors. In general, the digitalisation processes triggered by the coronavirus pandemic were seen as beneficial for themselves, their students, their department, their faculty and their university. However, the overarching digital transformation processes that have been initiated for some time at both central and faculty level were rated less favourably by professors – for example, the linking of teaching and administration with the help of digital technologies or appropriate IT services in line with requirements.

The majority of students were also satisfied with the universities’ handling of the coronavirus pandemic, particularly with the reorganisation of teaching. However, only a fifth of students believed that social interaction can succeed in digital formats. In contrast, only a third of students rated the university’s preparation for a digitalised working world as good or very good.

Implications

The project derives specific recommendations for action for the further digital transformation of universities from the results. For example, impulses from the digitalisation of teaching should be taken up in the future and suitable hybrid and blended learning formats should be developed for the future. Regardless of the subject area, greater attention should also be paid to teaching digital skills. Furthermore, all stakeholder groups should be involved in the digital transformation and spaces for experimentation should be created. To this end, it will also be necessary to open up prospects for the continuation of funding provided during the coronavirus pandemic. After all, if all temporary funding expires without a long-term financing perspective, the digitalisation boost that has been triggered risks fizzling out in the medium and long term.

Project team

Resources