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An Empirical Approach

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Re-Building University Capabilities

Part of the book series: Applied Innovation and Technology Management ((AITM))

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Abstract

Digital capabilities play a fundamental role in develo** the economy and society. Currently, the labor market demands professionals with digital competencies. For this reason, it is relevant to understand how individuals acquire digital competencies inspired by better job opportunities and salaries. This chapter explores the university’s digital capabilities and how individuals acquire them in Latin America and the Caribbean (LAC) region. In addition, we do a benchmarking analysis between LAC economies’ digital capabilities and European economies. Our analysis shows the environmental conditions that reinforce digital capabilities in the analyzed economies (e.g., broadband subscriptions, Internet access, and socio-economic conditions). Likewise, we provide insights into the university’s contribution to professionals’ digital capabilities, as well as the policy frameworks that could strengthen digital capabilities via higher education.

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Notes

  1. 1.

    Methodological note: The survey was developed by HolonIQ’s Impact Intelligence Platform and consisted in a stakeholders survey plus in-depth interviews higher education leaders in the LAC region. Three organizations from 14 countries in LAC were represented in the survey. Over half (53%) were from Brazil, followed by Colombia (14%), Mexico (8%), and a broad spread of organizations from Argentina, Chile, Costa Rica, Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Nicaragua, Perú, and Uruguay. However, we did not have access to the full dataset. Based on the available information in the report, we discussed some relevant findings. For further details, review Inter-American Development Bank (2021, p. 5).

  2. 2.

    Methodological note: The survey was divided into five sections comprising 32 open-ended, ranking, multiple and single-choice questions covering a wide variety of topics related to digital capabilities at universities. The survey was open from May 4 to June 28 2021. It was preceded by a pilot phase involving six organizations of different sizes, profiles and geographical locations. This study obtained 166 valid responses from organizations in 28 European countries. Concretely, of the total 166 responses, 134 are from EUA members, and 32 from non-member organizations. For further details, review European University Association (2022, p. 12).

  3. 3.

    This report maps the situation regarding digitally enhanced learning and teaching at European higher education universities over the past 7 years and is mainly based on data from a survey conducted between April and June 2020 via an online questionnaire to organizational leadership. Concretely, the response rate was 368 higher education organizations’ leaders with a significant and a representative number of European countries. Although we did not have access to the dataset of this study, we have interpreted the trends included in the report. For further information, revise Gaebel et al. (2021).

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Acknowledgments

Claudia Yáñez-Valdés acknowledges the financial support during their Ph.D. studies from the Facultad de Economía y Negocios at the Universidad del Desarrollo in Chile, as well as from the ANID [Agencia Nacional de Investigacion y Desarrollo en Chile].

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Authors and Affiliations

  1. Facultad de Economia y Negocios, Universidad del Desarrollo, Santiago, Chile

    Claudia Yáñez-Valdés

  2. Watts College of Public Service and Community Solutions, School of Public Affairs, Global Center for Technology Transfer, Arizona State University, Phoenix, AZ, USA

    Maribel Guerrero

  3. Faculty of Economics and Business, University of Zagreb, Zagreb, Croatia

    Marina Dabić

  4. Department of Economics and Business, University of Dubrovnik, Dubrovnik, Croatia

    Marina Dabić

  5. School of Economics and Business, University of Ljubljana, Ljubljana, Slovenia

    Marina Dabić

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  1. Claudia Yáñez-Valdés
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  2. Maribel Guerrero
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  3. Marina Dabić
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Correspondence to Maribel Guerrero .

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Editors and Affiliations

  1. Watts College of Public Service and Community SolutionsSchool of Public AffairsGlobal Center for Technology Transfer, Arizona State University, Phoenix, AZ, USA

    Maribel Guerrero

  2. Croatia School of Economics and Business, University of Ljubljana,, Faculty of Economics and Business, University of Zagreb, Zagreb, Croatia, Department of Economics and Business, University of Dubrovnik, Dubrovnik, Ljubljana, Slovenia

    Marina Dabić

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Yáñez-Valdés, C., Guerrero, M., Dabić, M. (2023). An Empirical Approach. In: Guerrero, M., Dabić, M. (eds) Re-Building University Capabilities. Applied Innovation and Technology Management. Springer, Cham. https://doi.org/10.1007/978-3-031-31667-8_8

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