Designing A Policy Framework for Digital Transformation in Higher Education: A Meta-Ethnographic Synthesis of Public Policy Models

Document Type : Research Article

Authors

1 Ph.D. Student of Higher Education Management, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran

2 Associate Professor of Higher Education Planning and Development, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran

3 Associate Professor of Human Resource Management, Faculty of Public Administration and Organizational Sciences, University of Tehran, Tehran, Iran

4 Associate Professor of Educational Management, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran

10.22059/jppolicy.2026.106380

Abstract

Digital transformation in higher education is an unavoidable necessity, yet the role of governments and public policies has been insufficiently addressed. Applying existing policy models in isolation proves inadequate for responding to the distinct challenges of digital transformation. This study seeks to integrate and adapt public policy models to the higher education context. Employing a meta-synthesis and meta-ethnographic approach, based on Noblit and Hare’s seven-step framework, 20 models were synthesized through three stages: reciprocal translation, refutational synthesis, and line-of-argument translation. The outcome is a six-stage meta-model comprising: (1) defining the context and stakeholders, (2) refining the problem and objectives, (3) analyzing evidence and data frameworks, (4) developing options and scenarios, (5) selecting options with stakeholder engagement, and (6) implementation with monitoring. By drawing on diverse international experiences, the study proposes a coherent and flexible meta-framework that addresses a critical gap in policy literature and supports both adaptive policymaking and the use of qualitative data for validation.

Keywords

References

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Iranian Journal of Public Policy
Volume 12, Issue 1
March 2026
Pages 209-224

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