Developing a Digital Competence Framework for Higher Education Administrative Staff and Academic Service Quality

Abstract

Digital transformation in higher education depends on administrative staff who manage academic information, student services, records, communication, and institutional processes. However, their digital competence is often defined only as the ability to operate applications, while data quality, digital communication, cybersecurity, accessibility, process improvement, and artificial intelligence receive less attention. This study developed a role-specific digital competence framework for higher education administrative staff and linked it to academic service quality. A structured integrative review synthesized 21 peer-reviewed publications and four official competence or policy documents published mainly between 2018 and 2025. Sources were selected for relevance, verifiable publication details, clear methods or institutional authority, and direct contribution to the research questions. Data were extracted and compared through thematic analysis. Seven competence dimensions were identified: technical and platform skills, information and data literacy, digital communication and collaboration, digital safety and data protection, problem solving and process improvement, user-centred and accessible service, and artificial intelligence literacy with human oversight. The review also found that leadership, system usability, role clarity, data governance, and workplace-based training determine whether competence improves service. The proposed framework connects competence with reliable, responsive, secure, efficient, accessible, and transparent academic services. It provides a practical basis for staff development and service evaluation, but its relationships require empirical testing in different institutional settings.