Insights from Germany and Vietnam
Across my work with higher education institutions in Europe and Southeast Asia, I keep encountering the same pattern: digital transformation is treated as a technology project, not an organizational one. And this misunderstanding is now one of the biggest barriers to meaningful progress.
Universities are no longer deciding which tools to adopt. They are deciding how to redesign their decision‑making, responsibilities, and risk structures in a digital world. Digital transformation has become a governance challenge.
Germany: Strong regulation, slow transformation
German universities benefit from robust legal frameworks, data protection standards, and clearly defined responsibilities. Yet this often results in a paradox:
Governance exists – but digital capability does not.
Common symptoms include:
fragmented processes
unclear ownership
slow decision cycles
digital initiatives delegated instead of strategically led
The German Rectors’ Conference has repeatedly emphasized that “digitalization is a leadership task,” but implementation remains inconsistent.
Vietnam: High speed, low structure
Vietnamese universities represent the opposite dynamic: rapid implementation, high openness, strong momentum.
But:
governance mechanisms are still emerging
data quality varies
risks are underestimated
responsibilities are not always defined
Vietnam’s Ministry of Education and Training (MOET) highlights the need for “digital governance mechanisms” in its Digital Transformation Strategy 2030, yet many institutions are still building foundational structures.
Two systems, one challenge
Germany has governance without speed. Vietnam has speed without governance.
Both need something that higher education has historically lacked:
Digital Governance as an Institutional Competency
Digital governance is not:
an IT committee
a digital strategy document
a list of tools
Digital governance is the ability to:
define clear decision‑making structures
assign transparent responsibilities
manage digital and organizational risks
ensure data quality and data stewardship
align processes across the institution
build digital roles and competencies
In short: It is about how a university is led – not what technology it uses.
Why this matters now
Universities face risks that barely existed five years ago:
cyberattacks
data breaches
algorithmic bias
reputational risks
regulatory uncertainty (e.g., EU AI Act)
dependency on external platforms
The OECD notes:
“Higher education institutions need governance models that match the complexity of digital ecosystems.”
UNESCO adds:
“Digital transformation requires rethinking institutional governance, not just adopting technology.”
What universities need next
Regardless of geography, three priorities are emerging:
1. Digital decision architectures
Who decides what — and based on which data? Most universities cannot answer this clearly.
2. Risk and compliance frameworks
Not as barriers, but as enablers of innovation. Risk architectures create the safety needed for experimentation.
3. Organizational development, not tool shopping
Digital transformation is a structural and cultural shift. Without process clarity, every tool becomes a workaround.
Conclusion
Germany and Vietnam may be at different stages of digital maturity, but they share the same fundamental challenge: Universities must learn to treat digital transformation as a governance and organizational task.
Those that succeed will become more resilient, more attractive to students, and better prepared for a future where digital opportunities and risks are inseparable.