Influence of Digital Transformation on Performance of Institutions of Higher Learning Within Nairobi County, Kenya: A Case Study of Graffins College

Abstract

Digital transformation is an outstanding means of leveraging digital technology for improving the performance of higher education institutions. However, these institutions have faced continuous challenges as they pursue digital transformation while, in the previous researches reviewed, it was identified that the several research gaps addressed through this study were found. Thus, to understand and address these obstacles, this study aimed at generating empirical evidence about the influence of digital transformation on the performance of institutions of HEIs within Nairobi County, especially Graffins College, with particular emphasis on technology-based learning, partnership, innovation, research and development, and the combined effect of these four variables. The study was underpinned by the resource-based view theory, dynamic capability theory, and educational process reengineering theory. Using a positivist worldview, this study adopted explanatory case study as research design. A crosssectional survey featuring stratified random sampling was used to target approximately 75 participants, including students, lecturers, and administrative staff from Graffins College. Data were collected using a structured 5-point Likert scale questionnaire, which underwent pretesting to ensure reliability and validity, and were analysed using SPSS version 29. Diagnostic tests, including normality, linearity, and multicollinearity, were conducted, followed by descriptive and inferential analyses. According to the results, all four variables of digital transformation (technology-based learning, partnership, innovation, as well as research and development) had a positive influence on the performance of Graffins College whereas the discrepancy between hard and soft digital infrastructure had also found. The impact was most pronounced when the variables were combined. Among the recommendations was that policymakers establish mechanisms for capacity-building to support the adoption of the digital transformation strategy and the 2025 digital initiatives established by the Kenyan government, to ensure educators and institutions can enhance their performance in terms of teaching quality and user satisfaction.