Digital transformation is reshaping higher education, but what does that really look like for universities on the ground?
Digital transformation is reshaping higher education, but what does that really look like for universities on the ground? Gabriele Andratschke, MA, Head of GrECo Group HR, sits down with University Professor Dr. Stefan Koch, Rector of Johannes Kepler University Linz (JKU), to discuss how the university is merging cutting-edge technology with hands-on teaching.
JKU’s Role in Higher Education’s Digital Shift
Andratschke: How is JKU positioning itself to lead the digital transformation in academia?
Koch: JKU plays a multifaceted role in digital transformation. We treat it as both a research priority and a teaching imperative. Our research addresses both the development of new technologies, like artificial intelligence, and their practical applications in various fields, making digital transformation a university-wide focus.
More importantly for today, we consider how digital transformation affects our teaching and students. We continually update our curricula to ensure students gain essential digital skills for both current and future careers. This includes teaching responsible and ethical AI use across disciplines, focusing on transparency in use without banning technologies.
Andratschke: Presence First, Digital by Design: Are Lecturers Eager to Blend Online and On-Campus Learning?
Koch: Partially, yes. It depends on the subject area. Some subjects and specific courses can never be held digitally, like anatomy or lab courses in chemistry or physics. However, we have made great progress in supporting and supplementing anatomy courses with virtual anatomy.
However, we are primarily an in-person university: It is essential that students are here, interacting and in discourse with lecturers and among themselves because often learning continues informally on campus. Where digital elements support learning without negative effects – and even increase flexibility for working students or those with caregiving duties – we certainly consider them.
Andratschke: How is JKU ensuring that inclusion and accessibility are at the heart of digital learning for every student?
Koch: There are two main aspects to consider. First, access to technology itself: There’s hardly a discussion anymore about students lacking computers or internet access; and special funds exist for emergencies but are rarely needed.
The second aspect is accessibility for students with disabilities. Our ‘Institut Integriert Studieren’ has supported students for years with recordings, transcription, assistive tech, and adapted exams, often individually tailored.
Andratschke: So, digital transformation is opening up new possibilities for inclusion and participation—empowering every student to engage and succeed in ways that were once out of reach.
Koch: Absolutely. Digital technologies have led to greater participation and more opportunities, which is a positive effect for all involved. Higher inclusion and participation are some of the best applications of digital technologies, and JKU is a pioneer in this area.
Andratschke:In navigating the challenges of digital implementation, how does JKU ensure transparency and maintain the right balance?
Koch: One of our main challenges lies in clearly determining where and how digital tools, particularly AI, should be permitted within our courses. It is vital that we establish guidelines for their use, especially during assessments, so students are aware of their responsibilities. We place a strong emphasis on students being open about the use of technologies.
The second challenge is around distance learning. The Covid pandemic was a real eye-opener in this respect. It highlighted both the benefits and the limitations of full distance learning. We discovered the boundaries of what can be achieved remotely and, as a result, have reaffirmed our commitment to on-campus interaction as a cornerstone of our approach. It’s essential to always integrate digital elements with care, always piloting and evaluating them thoroughly before any wider rollout.
Bridging University Learning and Industry Needs
Andratschke: How does JKU collaborate with industry partners to ensure graduates are ready for the digital workplace?
Koch: We collaborate with industry at multiple levels, including advisory boards, professors involved in professional associations, and research partnerships. In Upper Austria, industry partners are receptive to joint projects. For instance, all business informatics students must complete an IT project with a company, from large industry to start-ups, developed together with instructors and in cooperation by company representatives, ensuring strong relevance to industry.
However, we do not train students on specific tools used in the industry. We aim to develop long-term skills and competencies and to teach a higher level of understanding and self-empowerment, so our graduates can adapt to new tools in the future.
Andratschke: What feedback do employers provide about digital readiness – and how does it shape programmes?
Koch: There is a lot of experimentation in industry right now and expectations are not yet fully consolidated. As I mentioned earlier, continuous exchange with industry informs curricular updates, for instance, programming has become mandatory in our Business Administration bachelor program. We continuously strive to help students keep abreast of the dynamic expectations on them as they head into the workplace. Recently, we started an ERP Summer School, which we offer to multiple study programmes, as an additional voluntary qualification beyond the curriculum.
In executive education, our partner LIMAK also co-creates programmes with companies. These curricula are primarily company-defined and mirror needs.
Andratschke: How are work experience, project-based learning, and simulations evolving at JKU in today’s digital context?
Koch: Unlike technical colleges, we do not have mandatory internships. Our projects are part of the courses and are conducted during the semester. We usually have enough interested companies offering projects and we have a high proportion of working students in relevant fields. This is beneficial up to a point, but risky if workloads delay graduation. However, many companies now give students the flexibility to complete their studies.
A certain level of work experience is positive. It enriches discussions in courses, especially in advanced seminars. We have also started awarding ECTS credits for relevant work experience, which students must reflect on and connect to their studies.
Looking to the Future
Andratschke: What is the next big shift in digital learning over the next 5–10 years?
Koch: I think we can expect better tools and selective modularization (e.g., micro-credentials) and a broader lifelong-learning portfolio to become more prevalent in the future. But really I don’t see a fundamental change in our approach. We will continue to use new and better tools, but we will remain an in-person university. We have a great campus that fosters interaction and broadens horizons.
Andratschke: How can universities remain agile and future-proof in a rapidly changing digital landscape?
Koch: Universities should not adopt formats simply because ‘everyone is doing it’. Our task is to investigate empirically what works and what does not. This involves piloting new approaches, evaluating their effectiveness, and only then considering broader implementation. It’s vital to critically assess where and how technologies are most beneficial before making significant investments; embracing innovation with both curiosity and caution.
Additionally, universities should stay closely connected to industry needs to ensure that programmes remain relevant and prepare students for evolving career opportunities, and at the same time reflect the future needs.
About Professor Dr. Stefan Koch
An Austrian business informatics expert and current Rector of Johannes Kepler University Linz (JKU), Koch has held professorships internationally, including at Bogaziçi University in Istanbul, and has played management roles at JKU since 2016, becoming Rector in October 2023. His research centers on IT management, strategy, governance, and digital business models and innovation processes.
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Gabriele Andratschke
Head of Group Human Resources
T +43 664 962 39 18
Dr. Stefan Koch
Rector
Johannes Kepler University Linz (JKU)
