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Its role is steadily increasing in areas ranging from student admissions and faculty evaluation to learning outcomes and budget allocation.
According to Gurudev Somani, Co-Founder & CEO of MasterSoft ERP Solutions, institutional leaders should take responsibility for their digital strategies rather than treating technology merely as a technical investment. He believes technology plays a significant role in shaping the future direction of an institution, making the active involvement of senior leadership essential in technology-related decisions.
Data Literacy Is Essential for Institutional Leaders
University leaders do not need to be technical experts or skilled in coding, but they must have the ability to understand data and ask the right questions. According to Somani, data literacy has become as important for institutional leadership as financial knowledge is for managing an institution responsibly.
Many educational institutions collect large amounts of information related to attendance, assessments, admissions and placements. However, they often struggle to convert this information into meaningful insights that can support better decision-making. Somani explains that collecting data and using it effectively are two different things. Leaders must understand how to analyse available information and use it for institutional planning.
He also points out that data is not entirely neutral, as the parameters an institution chooses to measure reflect its priorities and values. These decisions also affect students, faculty members and other stakeholders. Therefore, leaders must pay attention to what they measure and how these figures contribute to the institution's broader academic objectives.
Technology Awareness Is Important for University Leadership
Somani believes that vice chancellors and senior administrators need a better understanding of technology, although they do not need to become technical experts. Instead, they should develop curiosity, confidence and the ability to lead discussions on technology-related decisions.
For example, a vice chancellor does not need to understand database architecture, but should be able to ask why a particular technology is being purchased, what problem it will solve, who will manage it after the vendor leaves and how its effectiveness will be measured.
Limited knowledge of technology can lead institutions to purchase solutions they do not need. In other cases, institutions may invest in the right technology but fail to use its full capabilities. Both situations can result in unnecessary expenditure. According to Somani, even a basic understanding of technology among senior leaders can help improve procurement decisions and ensure better utilisation of systems.
Technology Is Transforming Decision-Making Beyond Administrative Automation
The role of technology in education is no longer limited to automating administrative processes. It is also improving the quality and speed of institutional decision-making. Somani explains that automation makes an existing process faster, while intelligent technology can change the way decisions are made.
For example, institutions can use technology to identify students who are gradually losing interest in their studies in near real time. This allows administrators and faculty members to take necessary action during the semester instead of waiting until it ends. Similarly, data-driven systems can help institutions identify which academic programmes are creating better employment opportunities, which teaching methods are improving learning outcomes and where resources are not being used effectively.
Earlier, many institutional decisions were taken once a year and were often based on experience or individual judgement. Technology now makes it possible to continuously review information and make decisions based on evidence. Somani believes that institutions making progress are not necessarily those investing the most in technology, but those that rely on reliable information rather than hierarchy or traditional practices when making decisions.
Technology Investment Alone Cannot Bring Institutional Transformation
Investing in technology does not automatically lead to meaningful institutional change. Somani explains that introducing technology into a poorly designed or inefficient process can simply make existing problems occur faster. Real transformation requires institutions to rethink their working methods, with software serving as an enabler rather than the complete solution.
He points out that some institutions invest heavily in technology but achieve very little change in their operations, while others use similar systems to improve the way they function. The key difference lies in leadership's willingness to redesign processes, train employees and take responsibility for implementing technology. Simply handing over the entire responsibility to technology providers cannot bring meaningful transformation.
While software adoption can be measured through the launch of a system or the number of users, actual institutional transformation requires more time and consistent efforts. According to Somani, considering technology adoption equivalent to institutional transformation is one of the common and costly mistakes in the education sector.
A Clear Institutional Objective Is Essential for Effective Technology Adoption
There is a significant difference between digitising an existing process and using technology strategically. Digitisation often involves making a paper-based form available on a digital platform without changing the process behind it. In contrast, strategic technology adoption begins with identifying the problem an institution wants to solve.
These challenges may include reducing student dropouts, improving placement outcomes or giving faculty members more time by reducing their administrative responsibilities. Once the objective is clear, institutions can select suitable technologies and redesign their processes accordingly.
According to Somani, three factors are important for institutions that use technology strategically. First, leaders must take responsibility for the outcomes instead of focusing only on purchasing technology. Second, institutions must be willing to change existing working methods rather than simply moving their processes online. Third, success should be measured by the impact on institutional performance instead of merely checking whether a new system has been launched.
He explains that digitisation focuses on performing an existing task through a computer, while strategic thinking questions why the task is being performed in a particular way and how it can be improved.
Understanding People's Needs Is Important for Technology Adoption
The success of technology in education depends not only on the quality of a system but also on how effectively people adopt it. Somani believes that technology adoption is fundamentally a human issue rather than just a technical one. Even the best system may deliver limited results if faculty members and administrators are not willing or prepared to use it.
To ensure better adoption, institutions should involve teachers, administrators and students in technology-related decisions from the beginning. Instead of introducing systems after purchasing them, institutions must first understand the needs of everyone involved. Technology should make everyday tasks easier and reduce workloads. For example, teachers are more likely to adopt a system if it gives them more time for teaching. However, they may resist it if they feel constantly monitored or burdened with additional work.
Somani emphasises that institutions must consider people's needs and dignity while implementing digital solutions. Technology should make students feel supported, teachers feel trusted and administrators feel empowered rather than replaced. Institutions that keep these factors in mind are more likely to achieve effective and long-term technology adoption.
Future Education Leaders Must Balance Technology and Human Values
As the role of technology in higher education continues to grow, the next generation of institutional leaders will need to understand not only the purpose of education but also the systems and technologies required to deliver it effectively. Somani believes this ability will become an important qualification for future university leaders.
In the coming years, the role of a vice chancellor may become similar to that of a CEO who sets the institution's direction, evaluates available data, allocates resources effectively and manages organisational change while keeping the core purpose of education at the centre. As institutions strengthen their digital capabilities, new leadership positions such as Chief Digital Officers and Transformation Officers may also become increasingly important.
However, according to Somani, the biggest change will be in the leadership mindset. Future leaders will need to prepare their institutions for changing requirements while ensuring that technology does not weaken the human purpose of education. Adopting technology and preserving the human values of education are not opposing goals. The biggest challenge for higher education will be to maintain the right balance between technological progress and the human relationships that remain central to teaching and learning.
(Author: Gurudev Somani, CEO & Co-Founder, MasterSoft ERP Solutions; The views expressed are personal.)
