Introduction:

In the 21st century known as the digital age, with globalization, structures in almost every area
is influenced rapidly by developing and changing information and communication technologies. It is
impossible for education to remain insensitive to these developments and changes.

Thanks to the rapidly developing information and communication technologies, digital tools
used in educational settings are also increasing and changing in this direction (Parlak, 2017). It is
inevitable that there is a digital transformation in education as a result of the use of increasing
technology in everyday life. It is necessary to develop this transformation, the digital era and the
ability to understand and adapt, to design our education system, which is still dominated by classical
understanding, in accordance with today's conditions. It should be emphasized how the change and
transformation should take place in this context and it is appropriate to draw the general framework
for our educational system in line with the needs of the changing learning profile.

Digitalization is one of the important elements of the age we are in. Developing countries seem
to fall behind in these issues when concepts such as the internet, large data, coding, and smart
factories are evaluated by digitalization and objects called the fourth industrial revolution (Industry
4.0). Bates (2015) Industry 4.0 for the new skills and learning processes of the digitizing world
emphasizes education that is appropriate to the needs of the economic order and the market that
are shaped through digital technologies defined as " In this context, it is seen that our education
system is not working in line with these concepts, the classroom environments are the same as
those in the past years, today's learning needs are overlooked and they are partially away from
digital technologies. In this direction, the problem of studying how the digital transformation in
education can be realized in the context of management and education programs constitutes the
problem.

Purpose of the Research:

The purpose of this study is to determine the views of academics on digital transformation in
education. In this context, the answers to the following questions were searched:

1- What is the Gap between Foreign University and Indian Education and how can we
overcome this gap?
2- What are the views of academicians, Industry and students on how digital transformation
will take place in the context of management of education?
3- What are the opinions on how the digital transformation will take place in educational
programs and teaching contexts?

Why does digital transformation matter to educators?

Gone are the days when students sit in the classroom and learn solely by listening to lectures.
Today, education must be collaborative and interactive. Teachers are making drastic changes to the
way they approach instruction, with technology in the classroom playing a major role. Digital
transformation positively impacts student learning by opening a world of endless possibilities and
collaboration. But this situation really happened in the all reason of the India? This is more
important for the point to find out and how to overcome and stand our student with this changing
era.
Methodology:
Study Group:
This is one of the best technic for study on any topics. Create different category group on the
basis of their characteristics like age, class, economy, standards etc. For that collecting data of
students, Teachers and academician with help of interview and online survey.

Data Collection:
The research data was collected by semi-structured interview technique. The literature search
was done, and expert opinion was consulted to determine interview questions. A preliminary
interview form was formed from the interview questions and a final 3 group form. In that group
include students of studying in the Graduation and Post-graduation, Teachers (Faculty), and last on is
expert in education industry to try think about change.

Data Analysis:
The Data collecting as Google Form, Voice recordings of interview and then analyzed using
content analysis from qualitative research techniques. Sometimes answers will be the same but it is
getting more clarity of thinking of the student and faculty with the help of this survey. All this
analysis will present in the graphical format for a better understanding.

Findings:
After this survey and analysis will getting us better clarity of the education sector's existing
situation, student requirements, and improvement areas to work on it.

Challenges of Digital Transformation in HEI:

Nowadays, HEIs are facing enormous pressure due to the global competition for candidates, the
demographic changes, the restrictions on access to financial resources, the new demands of the
labor market and the growing expectations of students to innovate their experiences learning,
teaching, research and management. To address some of these pressures, HEIs are using digital
transformation strategies as a way to improve ‘how’ they do their existing work, to digitize their
current operations while creating new digital models in parallel, to create wholly new digital models
or to fully digitize their current.

Whatever the digital transformation strategy adopted, HEIs may face many challenges. One of
the main challenges is the definition of a strategic vision for digital transformation. HEIs need a
strategic vision that allows the whole institution to be united in the implementation of the digital
initiatives. For this it is important a strong leadership and a specialized team that can confidently
explain and implement their plans. A clear vision will make the team and government more involved
and invested in the process of digital transformation.

Another important challenge is the digital literacy of all HEIs. Nowadays, students of higher
education are not only young people between the ages of 18 and 25. Instead, the range of ages is
widening, with young generations having generally more digital skills than older generations.
Furthermore, although HEIs are by nature very dynamic and technologically advanced, their
different audiences (students, alumni, faculty, administration, parents, industries, society, among
others) have different backgrounds and have different behaviors with technology. The success of a
digital strategy is strongly dependent on the ability of these different student and Institute to adapt
to the emerging technologies and to make an efficient use of them.
 A third challenge is meeting the new expectations and needs of the students. Students are
increasingly demanding an improvement in the "basics" of their experience, with features such as
digitization of administrative processes, unrestricted 24-hour access to all information and services
using multiple platforms or digital curriculum. Choosing the right digital approach that meets the
needs of students is therefore critical to improving one of the main drivers of digital transformation -
the student experience.

A fourth challenge is related with the financial and technological constraints of HEIs. Emerging
technologies are often expensive, which, combined with the financial constraints that HEIs face
today, may hinder its adoption. On the other hand, HEIs may not have the access to the technologies
needed for a given strategy because the access to these technologies is not open or its maturity level
is still not the ideal. Thus, for a digital strategy to be successful, it is necessary to ensure that the HEI
has the necessary resources for its implementation.

References:
1- Forrester. (2016) Leading Digital Business Transformation. [Online] Forrester Research, Inc.
[20Oct2017] Available: https://www.imd.org/ldbt/digital-business-transformation/
2- IDC. (2015) Digital Transformation (DX): An Opportunity and an Imperative. [Online] IDC
Research. [20Oct2017] Available:
https://www.idc.com/prodserv/decisionscapes/RESOURCES/
ATTACHMENTS/IDC_254721_ExecBrief_Digital_Transformation.pdf
3- Hafsi, M and Assar, S. (2016), “What enterprise architecture can bring for digital
transformation? An exploratory study”. Proceedings CBI 2016: 18th IEEE Conference on
Business Informatics, 83-89.
4- NV. (2017) Digital Transformation in Higher Education. [Online] Navitas Ventures.
[20Oct2017] Available: https://www.navitasventures.com/wp-
content/uploads/2017/08/HE-Digital-Transforma tion-_Navitas_Ventures_-EN.pdf
5- OECD. (2017) Key Issues for Digital Transformation in The G20. OECD.
6- Raab, M., & Griffin-Cryan, B. (2011) Digital Transformation of Supply Chains: Creating Value
– When Digital Meets Physical: Capgemini Consulting.
7- Solis, B. and Szymanski, J. (2016) The 2016 State Of Digital Transformation. [Online]
Altimeter Group. [20Oct2017] Available: https://www.vmware.com/ciovantage/wp-
content/uploads/2017/ 03/The-2016-State-of-Digital-Transformation-Altimeter.pdf
8- Wade, M. (2015) A Conceptual Framework For Digital Business Transformation. [Online] IMD
and CISCO. [20Oct2017] Available:
https://www.imd.org/uupload/IMD.WebSite/DBT/Digital% 20Business%20
Transformation%20Framework.pdf
9- WEF. (2016) Digital Transformation of Industries: Digital Enterprise World Economic Forum
White Paper: World Economic Forum.
10- Andreasen, L., B. & Christiansen, R., B. (2017). The transformation of teacher work through
digital learning platforms. NERA Conference.
11- Arık, G., Arslan, S., Çakır, M., & Kavak, Y. (2016). Fatih projesinin ulusal Ve uluslarasi eğitim
teknoloji politikaları bağlamında değerlendirilmesi [The evaluation of the Fatih Project in the
context of national and international educational technology policies]. Journal of Research in
Education and Teaching, 5(2), 308-321
12- Balay, R. (2004). Küreselleşme, bilgi toplumu ve eğitim [Globalisation, information society
and education]. Ankara University, Journal of Faculty of Educational Sciences, 37(2), 61-82.
13- Bates, T. (2015). Teaching in a digital age: Guidelines for designing teaching and learning for
a digital age. Retrieved on February 16, 2018 from
https://opentextbc.ca/teachinginadigitalage/
14- Çelik, M., Y. (2012). Boyutları ve farklı algılarıyla küreselleşme [Globalization with different
perceptions and dimensions]. Dumlupınar University Journal of Social Sciences, 32(2), 57-74
15- Coşkun, V. (2003). Küreselleşme: tanımı ve dinamikleri [Globalisation: Definitions and
dynamics]. Journal of Arkaplan International Politics, 7, 16-28.
16- Fırat, Ü. S. & Fırat, Z. O. (2017). Sanayi 4.0 devrimi üzerine karşılaştırmalı bir inceleme:
Kavramlar, küresel gelişmeler ve Türkiye [A comparative study on industrial revolution 4.0:
Concepts, global developments and Turkey.]. The Journal of Toprak İşveren 114, 10-23.
17- Hermann, M., Pentek, T., & Otto, B. (2015). Design principles for industries 4.0 scenarios: A
literature review. Working Paper, 1, Technische Universitat, Dortmund.
18- Kaçmazoğlu, H., B. (2002). Doğu batı çatışması açısından globalleşme [Globalization in the
context of east-west conflict]. Eurasian Journal of Education Research, 6, 44-55.
19- Kutzschenbach, M., V. & Bronn, C. (2017), Education for managing digital transformation, a
feedback systems approach. Systemics, Cybernetics and Informatics, 15(2), 14-19.
20- Milli Eğitim Bakanlığı [Ministry of National Education] (MEB). (2017). Milli eğitim istatistikleri,
örgün eğitim 2016-2017 [National education statistics, formal education 2016-2017].
Republic of Turkey Ministry of National Education Strategy Development
21- Nilsson, T. & Bergh, A. (2010). Good for living? On the relationship between globalization
and life expectancy. World Development 38(9), 1191-1203.
22- Önday, Ö. (2017). Dijital dönüşüm [Digital transformation]. Ankara: Gazi Publications
23- Parvianinen, P., Tihinen, M., Kaariainen, J. & Teppolar, S. (2017). Tackling the digitalization
challenge in practice. International Journal of Informations Systems and Project
Management, 5(1), 63-77.
24- Özden, Y. (2013). Eğitimde yeni değerler: Eğitimde dönüşüm [New values in education:
Transformation in education]. Ankara: Pegem Academy Publications.