Abstract
The digital divide in higher education typically focuses on students with lack of resources and access to stay virtual connected to people and knowledge in comparison to the general public. COVID-19 revealed the true state of the digital divide amongst underrepresented students and the institutions that serve them. Social and economic factors directly contribute to the disparities in the learning outcomes of minority students. Educational leaders serving underrepresented populations and internal stakeholders need adequate knowledge, skills, and resources be better prepared to participate, compete and remain relevant and viable related to digital transformation, as the world moves at warp speed. Educational leaders serving underserved groups with limited resources must know and understand their role in this ongoing process. A scoping review has been completed to investigate strategies to best facilitate and sustain digital formation in nursing/healthcare education, specifically in programs serving underrepresented populations. Implications: Educational leaders in minority serving institutions can be prepared with knowledge of best practices in preparing, implementing, and sustaining digital transformation; These leaders can better support internal stakeholders to successfully navigate digital transformation; Minority-serving intuitions of higher education can adequately prepare learners participate and be successful in the ever-changing digital world.
Presenters
Shelley JohnsonDean/Professor, Nursing, Florida A&M University, Florida, United States Lorna Kendrick
Dean, College of Nursing, Samuel Merritt University, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
Leading Digital Transformation, Minority Serving Higher Education Institutions, Digital Divide
