A Study on the Factors Influencing the Digital Transformation of German Higher Education Institutions and Their Pathways of Action: A <scp>fsQCA</scp> Approach

ABSTRACT This study examines the digital transformation of 20 German higher education institutions (HEIs) through a fuzzy set qualitative comparative analysis (fsQCA) approach, with a focus on digital readiness, practice, and performance. The findings show that the key factors influencing digital transformation include the rate of internet access, the quantity of open educational resources, the level of digital technology‐assisted teaching, the number of massive open online courses, the number of studies on digital themes, and student satisfaction. Two pathways that promote transformation “three‐dimensional balance” and “practice‐performance collaboration” are identified. The main obstacles include infrastructure shortages, a lack of digital practice, and insufficient performance guarantees. By elucidating the multidimensional factors and their complex pathways of action in the digital transformation of German HEIs, this study provides an empirical basis and practical insights for digital transformation in colleges and universities worldwide as well as lessons and strategies for the digital transformation of higher education in other countries.