The Influence of Digital Competence on Higher Education Institutional Management through Employee Performance

Abstract

Employees equipped with digital competencies have something to make to their performance and also in higher education institutional management. This study examines the influence of digital competence on higher education institutional management through employees’ performance. This study is a causal form of research design. The study used mediation analysis with multiple regression and an online survey to gather information and data. Random sampling was used for the teaching and non-teaching staff from the 15 satellite campuses of the university using the Cochran formula with a total sample size of 110 respondents, 81 teaching staff, 19 non-teaching, and stratified sampling for the10 administrators. Data were analyzed through descriptive and inferential statistics using mean and standard deviation, inferential statistics, t-test, and ANOVA in determining the significant difference. Pearson R was used to test the significant relationship, while multiple regression analysis was used to determine how the digital competence of employees and employees’ performance significantly influence the higher education institutional management. Findings revealed that the overall mean of digital competence of employees is 3.7, with an interpretation of “Very high digital competence”. The overall mean of employees' performance is 3.58, with an interpretation of “Very good performance”. While the overall mean of employees' performance is 3.58 with an interpretation of “Very good performance”, the overall mean of Higher Education institutional management is 3.38 with an interpretation of “Very high institutional management”. The data also showed that there is a significant difference in the digital competence of employees in Information and data literacy, communication, digital content creation, and digital safety when grouped according to their profile. The data exposed that employee performance in terms of professional competence, strategic leadership, administrative procedures, and management skills has a significant positive relationship with institutional management. Furthermore, the employees' performance has a significant positive relationship with the digital competence of the employees. The study concluded that per unit increase in administrative procedures, there is an increase in institutional management, per unit increase in professional competence, there is an increase in institutional management, and per unit increase in strategic leadership, there is an increase in institutional management. Hence, the Expectancy Theory by Vroom was proven correct when it pointed out that digital competencies aid employees in their performance.