Digital Transformation and Administrative Efficiency at the University of Education Wenneba, Ghana: Barriers, Enablers, and Policy Implications
Digital transformation has become a major strategic priority in higher education, yet many African universities continue to struggle with implementation challenges that limit administrative efficiency. This study examines digital transformation at the University of Education Wenneba, Ghana, by exploring the socio-political and organisational factors shaping implementation outcomes. Guided by Institutional Theory and the Technology-Organisation-Environment (TOE) framework, the study adopted an interpretivist paradigm and qualitative single-case study design. Semi-structured interviews were conducted with 40 participants across senior, middle, and junior administrative levels, with data analysed thematically using NVivo 12. The findings show that implementation difficulties were driven less by resource shortages and more by misalignment between institutional strategies and operational realities. Key issues included top-down communication, informal workarounds, and ineffective training approaches. The study proposes the Contextually Responsive Digital Transformation Implementation Framework (CR-DTIF), which positions implementation as a participatory and adaptive process. The findings contribute context-specific evidence from Ghanaian higher education and offer practical implications for digital transformation policy and administrative reform.