Content area
Purpose
This paper aims to design the digital transformation model for university libraries based on the Delphi method using the Iranian public university libraries as the study case.
Design/methodology/approach
A qualitative approach and the Delphi method were used to conduct the current research. In total, 15 experts in the field of digital transformation of libraries were selected through targeted and snowball sampling. They were asked to complete and finalize items identified from previous research to design a digital transformation model for public university libraries in Iran during successive Delphi rounds. The Delphi method was completed after the third round, upon reaching a favorable consensus.
Findings
The findings obtained from the research led to the presentation of the model in 7 main dimensions, 25 concepts and 139 components. Meanwhile, the concept of “data-centered” and changing the concept of “optimal reorganization of library resources” to the concept of “acquisitions and optimal reorganization of library resources” are among the new achievements of this research. In addition, the components of “promoting data-oriented thinking in the decision-making of library managers,” “encouraging employees to use and analyze data” and “planning to increase the digital literacy of librarians” were added to the concept of “data-oriented”; the components of “having knowledge of digital collection and its rules for the correct identification and evaluation of resources,” “familiarity with digital metadata standards and data transfer standards” and “familiarity with open access platforms” were added to the concept of “librarian knowledge competencies”; and the components of “planning, coordination,” “monitoring and evaluating the progress of library digital transformation projects” and “collaboration and networking with other academic library managers” in the concept of “library manager’s management skills”; the components of “identification of new digital formats and resources,” “creation, preparation and accessibility of game scientific content and free in the library,” “updating the resource organization policy with new organization concepts and rules” and “updating the library collection development policy based on the information needs of users” were added to the concept of “acquisitions and optimal reorganization of library resources” and “Web 2.0 technologies” component were added to the concept of “use of digital technologies in the library.”
Research limitations/implications
This study is limited to Iranian public university libraries, and the findings may not be directly transferable to other contexts. In addition, the Delphi method, while effective for expert consensus, relies on subjective opinions and may not fully capture the complexities of digital transformation. Future research could explore the implementation challenges of the proposed model and its long-term impact on library services and user satisfaction. Despite these limitations, the study offers a valuable foundation for digital transformation initiatives in Iranian university libraries and can inform policy decisions and resource allocation.
Practical implications
The proposed digital transformation model offers practical guidance for Iranian university libraries. By implementing the model, libraries can enhance their services through data-driven decision-making, improved resource management and the adoption of new technologies. Librarians can develop the necessary digital competencies to effectively manage digital collections and engage with users. In addition, the model emphasizes the importance of collaboration among library managers, fostering knowledge sharing and best practices. Ultimately, the practical application of this model can lead to more efficient, user-centered and innovative library services.
Social implications
The proposed digital transformation model for Iranian university libraries holds significant social implications. By enhancing access to information and resources, it can democratize knowledge and foster innovation. Increased digital literacy among librarians will equip them to better serve diverse user communities. However, equitable access to digital services must be ensured to prevent the widening of the digital divide. The model’s focus on data-driven decision-making can improve resource allocation and user satisfaction. By promoting collaboration and knowledge sharing, libraries can become more central to their communities and contribute to regional development. Ultimately, the success of this model depends on addressing potential challenges such as privacy concerns, digital security and the need for ongoing training and support.
Originality/value
The proposed model, with its 7 main dimensions, 25 concepts and 139 components, provides a roadmap for enhancing library services, resource management and decision-making. By emphasizing data-centered approaches, promoting digital literacy among librarians and integrating Web 2.0 technologies, libraries can adapt to the evolving needs of users. Collaboration and networking with other academic library managers can foster knowledge exchange and collective problem-solving. By implementing the proposed model, libraries can adapt to changing user needs, enhance services and contribute to the academic community’s success. However, implementing this model requires addressing challenges related to equity, privacy and accessibility, ensuring that all users benefit from the digital transformation. Overall, this research serves as a valuable resource for university library managers, guiding them toward effective digital adaptation and improved user experiences.
1. Introduction
Digital transformation represents a significant shift resulting from the adoption of transformative technologies at the individual, organizational and societal levels (Westerman et al., 2014). Digital transformation and digitization in organizations have been underway since the early 1950s. Over the years, they have evolved alongside current activities and transaction processing. In addition, computational and analytical capabilities, machine learning, big data, applications of artificial intelligence (AI) and the Internet of Things, along with cloud computing, have played significant roles in influencing various organizations and industries (Heavin and Power, 2018). According to the World Economic Forum’s (2018) report, the digital revolution will bring all industries under its umbrella in the next decade. It is no longer just an economic discussion, but all institutions are forced to reinvent themselves under the shadow of this transformation.
Universities, as one of the institutions affected by the digital revolution, are undergoing significant changes. The evolution of universities is a strong and fast-moving current that encompasses all of its subunits, including academic libraries (Arasth and Khabare, 2021). Since libraries are a significant subset of universities, any program applied to universities will directly impact libraries as well (Azimi, 2017). Therefore, academic libraries have also been affected by the digital transformation of universities.
Since a long time, university libraries are one of the important and well-known pillars in the field of educational and research activities in the structure of universities. This role and position have not seen a serious challenge before the present era and have not witnessed rapid and significant changes in its nature and function. However, with universities increasingly embracing digital transformation, the emergence of digital technologies and their impact on the behavioral culture of library users, we are witnessing significant changes in the expectations and preferences of library users. These changes pose important challenges for the functions of university libraries. In fact, the distance and gap between the speed of digital transformation and the state of libraries has made the view and expectation of academic libraries different from the past, and the libraries are not able to meet the information needs and demands of users in an optimal way (Azimi, 2017).
Academic libraries will continue to play a vital role in educational systems as long as they meet the fundamental needs of users in terms of efficiency, effectiveness and usefulness as an information center (Anuradha, 2021). In fact, while the primary mission of university libraries has always been to support curricula, this role has significantly expanded in response to the technological needs and expectations of today’s students. Therefore, the future of university libraries depends on their ability to support the needs of their stakeholders and fulfill the mission of their parent organization (Pinfield et al., 2017). As technology continues to evolve, university libraries must imagine and redesign their programs and services to ensure their survival (Anuradha, 2020).
Along with the challenges faced by academic libraries worldwide, Iranian academic libraries also encounter challenges in advancing library services and improving their quality (Mohsenzadeh and Isfandyari‐Moghaddam, 2009). A comparison of 104 university and research institute libraries with the standards of the academic year 2019–2020 has revealed that the average number of books loaned per student and faculty member is one volume, while the average for face-to-face or non-face-to-face education provided to students and faculty members is zero (Beyrami Tarouni, 2022). Furthermore, a comparison of 105 university and research institute libraries with the standards of the academic year 2018–2019 indicated that the average number of book loans from these libraries constituted only 6% of their inventory, and the average number of users visiting the libraries was just eight members (Iranian Research Institute for Information Science and Technology (IranDoc), 2021). A general examination of these statistics and figures confirms several challenges faced by the libraries of Iran’s public universities. The current situation in the world and the country of Iran clearly demonstrates that, while university libraries in the past were able to achieve their goals and advance their mission using printed resources and traditional services, this is no longer possible. Surrounded by digital technologies and the changing information needs of library users, university libraries must adapt to the new requirements of the information world, provide digital services and ensure their sustainability in this new digital environment to remain relevant and play a key role in higher education and research, as they did in the past.
Failure to align with the developments of the digital age and find new ways to respond to the needs of their users will result in their isolation and gradual removal from the center of scientific activities in the future digital universities. Even if university libraries take steps to align with the digital transformation, they may struggle to find a suitable place without a comprehensive understanding of how the digital transformation of university libraries is taking shape. Therefore, there is a need to present a comprehensive model of factors affecting the construction of digital transformation in the context of Iranian public university libraries.
Despite the significance and the role of digital transformation in the field of library and information science, there has been limited research on this topic. While a few studies conducted at the international level have addressed various dimensions of digital transformation in university libraries, none have presented a simple and practical model for digital transformation of university libraries, especially in Iran, based on Delphi method. A synthesis review of digital transformation literature in academic libraries by Khoeini et al. (2024) revealed that the digital transformation in Iran’s university libraries and information centers is not very satisfactory and needs more attention. Given the novelty of the issue of digital transformation within organizational dimensions and the absence of a suitable reference for study and review in Iran’s public university libraries, understanding the importance of this topic becomes crucial for managers and librarians. In addition, by being aware of the effective factors in moving toward digital transformation, university libraries should change their traditional methods. This adjustment will make the path of progress and development smoother for them.
2. Research background
The examination of the background of digital transformation in libraries reveals that previous research on the digital transformation of university libraries has explored various research problems and issues, including the skills needed by librarians and their understanding of digital transformation, digital technologies in libraries, new library services in the digital era, library management in the digital age, the level of readiness and challenges of digital transformation of libraries and identifying the dimensions and components of the digital transformation of university libraries.
Researchers such as Gradin (2022) and Akparobore et al. (2020) have addressed the skills needed by librarians and their understanding of digital transformation using methods such as surveys and interviews. Other researchers, such as Okunlaya et al. (2022) and Abayomi et al. (2021), have investigated the component of the digital technologies in libraries using a mixed and qualitative approach. Researchers such as Ashiq et al. (2022), Deja et al. (2021), Indrák and Pokorná (2021), Ocholla and Ocholla (2020) and Kari (2020) have examined new library services in the digital era using quantitative, qualitative and mixed approaches. Meanwhile, researchers such as Kunene and Mapulanga (2021), Wong (2020) and Le (2015) have investigated library management in the digital age using interviews and questionnaires. Researchers such as Tella et al. (2022), Onwubiko (2021) and Makori and Mauti (2016) have studied the level of readiness and challenges of digital transformation of libraries using questionnaires, literature reviews and interviews. In addition, Khoeini et al. (2024) discussed the “Developing of the digital transformation model of university libraries” with a qualitative approach and meta synthesis method. The findings of this research, which provide the most relevant background for the ongoing research, focus on the components of the digital transformation of the university library in 7 main categories and 24 concepts including digital culture (digital attitude, user-oriented, agility, participation and collaboration, creativity and innovation and learning digital skills of employees), digital librarian (individual competence, knowledge competence, communication competence and skill competence), digital manager (individual competence, knowledge competence and skill competence), digital services and resources (optimal reorganization of library resources, provision of digital services to users and provision of digital services to the university), digital technologies (digital infrastructure, technological readiness and use of digital technologies), the support and cooperation of upstream institutions and the university (provision of human resources, provision of resources and technological equipment, macro policies) and the work process and the development of the digital strategy (digitalization of processes and development of the library’s digital strategy).
The literature review reveals that the study of digital transformation in libraries is a relatively new area of research. In recent years, specialists have contributed to enrich the literature in this area by writing research articles and theses using quantitative, qualitative and mixed methodologies, using tools such as questionnaires and interviews. However, no research has been found that provides a model or framework for the digital transformation of university libraries in Iran. In addition, a review of research literature indicates that most previous studies primarily used quantitative methodologies (such as surveys using questionnaires) or qualitative approaches (using interviews). However, the identification of the main dimensions of this concept through a qualitative approach and the application of methods such as Delphi have not been a primary focus for previous researchers. Therefore, based on the thematic review and methodologies of the presented studies, there is a clear need for research that can address, fill these gaps and resolve the existing ambiguities in this area.The world of digital transformation in academic libraries is complex, and it is unrealistic to expect university library managers and librarians, including those in Iranian universities, to move in the right direction without the existence of a digital transformation model for university libraries. Therefore, due to the lack of a comprehensive and complete study related to the digital transformation model for Iranian public university libraries, there is a need to conduct research and exploration in this field, which this research aims to address.
This research aims to design a digital transformation model for university libraries based on the Delphi method, using Iranian public university libraries as the study case. Thus, the main research question is as follows:
3. Research method
In this research, the qualitative approach and Delphi method were used in three rounds to design the digital transformation model of Iranian public university libraries. The use of the Delphi method was necessary to achieve consensus among experts on the design of the model and its components, as it minimizes the influence of individual opinions and personalities on group decision-making, which is crucial for building a better model. This capability is not present in other similar methods, making the classic Delphi method the ideal choice for the current research.
Adler and Ziglio (1996) describe the Delphi method as a structured process for gathering and classifying the knowledge available to a group of experts through questionnaires, with controlled feedback of the answers and opinions received. In fact, this method aims to elicit the knowledge of a group of experts about a specific subject and ultimately reach a consensus among them (Alidosti, 2005). Generally, the Delphi method includes several basic steps, as follows (Okoli and Pawlowski, 2004; Alidosti, 2005).
In the first stage, the dimensions and components of the research were determined, and the panel members were selected. Based on this, we first conducted a search using keywords such as “digital transformation,” “transformation*,” “fourth industrial revolution,” “academic librar*” and “universit* librar*” in various scientific databases, including Scopus, Web of Science, Emerald Insight, EBSCO, ProQuest and ScienceDirect. All scientific articles related to the elements and dimensions of the digital transformation of university libraries since 2004 were examined, and the research conducted by Khoeini et al. (2024) was used as the basis for extracting the dimensions and components of the digital transformation model of university libraries.
Then the candidates for participation in the Delphi panel were identified and invited. In fact, the validity of a Delphi study depends on the combination of experts who make up the Delphi panel members, and the selection of Delphi panel members is done through non-probability sampling. One of the methods used in this field is targeted or judgmental sampling and chain or snowball sampling. The members of the Delphi panel in this research were selected by non-probability sampling and a combination of targeted and snowball methods. Another important point is the appropriate number of Delphi panel members. There is no precise mechanism to identify the number of people or the number of panels required in each Delphi study (Williams and Webb, 1994), and its number depends on factors such as the Delphi objective or the scope of the problem, the quality of the decision, the ability of the research team in conducting the study, internal and external validity, data collection time, available resources, scope of the problem and acceptance of the answers (Powell, 2003; Landeta, 2006). For example, Skulmoski et al. (2007) have considered the selection of 10–20 qualified experts as a valid and acceptable expert group.
First, the researchers identified eight experts with whom they were relatively familiar due to their involvement in discussions related to digital transformation, particularly within the context of libraries, during specialized meetings and training courses. Subsequently, through phone conversations, the research objectives were explained, and electronic invitations were extended, including instructions on research procedures and obtaining consent for participation. In addition, they were asked to suggest additional suitable candidates for participation in this research based on the specified criteria. With the assistance of these initial experts, other groups were also introduced, resulting in an expanded research sample of 17 individuals. At the end, after distributing questionnaires during the first to third round, 15 selected participants actively engaged in the Delphi panel. The composition of the panel is based on the following criteria:
Academic faculty members of a university or research institute, who are directing a dissertation or thesis in the field of digital transformation or library digital transformation (6 people);
Researchers, speakers, workshop instructors or translators in the field of digital transformation or library digital transformation (10 people);
Managers of digital transformation plans or library digital transformation (3 people);
Executors of digital transformation plans or library digital transformation (5 people);
Consultants for libraries in the field of digital transformation (7 people); and
Members of councils or other policy groups in the field of digital transformation or library digital transformation (7 people).
The second stage of the Delphi method involves asking the panel members to share ideas related to the research topic and to provide their opinions on the predetermined factors identified in the literature review. In this stage, the researchers included the dimensions and components identified in Khoeini et al.’s (2024) research. We formulated these elements as 168 questions, comprising 7 main dimensions, 24 concepts and 137 components, within the questionnaire. A five-value scale was used to rate the agreement on each question, which included “Very little = 1,” “Low = 2,” “Medium = 3,” “High = 4” and “Very high = 5.” The panel members were also asked to present their ideas about the factors related to the research problem. After analyzing and refining these ideas, removing duplicates, and using the same words, the researchers extracted the final list of factors related to the research problem.
The third stage of the Delphi method aims to reduce the number of factors to a manageable level for further analysis and to identify the most important factors. At this stage, the researchers removed items with a standard deviation greater than 1 and an average score less than 3.50, indicating that respondents did not agree on those items (Vratskikh et al., 2016). This step helped to refine the set of items and focus on the most critical factors for further investigation.
The fourth stage of the Delphi method involves determining the final factors and components. At this stage, each member is informed about the group’s opinion and reconsiders the importance of the factors. The appeal of the members continues until a consensus is reached among them or the number of participants is less than necessary. Schmidt (1997) states that there is no specific scientific method to measure the unity of experts’ opinions in the Delphi method; however, central measures such as mean, median and mode, dispersion index, standard deviation and Kendall’s coordination coefficient can be used to determine the degree of consensus among the members of the Delphi panel (Alidosti, 2005; Williams and Webb, 1994). In the present study, considering that the questionnaires were designed based on the Likert scale, the researchers used the mean and standard deviation as statistical indicators to analyze the information related to Delphi and Kendall’s coordination coefficient to evaluate the agreement of experts and reach theoretical saturation, which was used to stop the Delphi process.
4. Results
According to the data obtained from the Delphi rounds and different parts of the questionnaire in each round, the average and standard deviation statistical indicators were calculated. The distribution of the questionnaire was done in three stages according to the Delphi method, and in each stage, items that had an average score of less than 3.50 or a standard deviation greater than 1 were removed and were not included in the subsequent rounds of the questionnaire.
The first round of Delphi
The first round of the questionnaire consisted of eight parts, with the first part focusing on the impact of the seven main research dimensions on the digital transformation of academic libraries, and the following seven parts each addressing the impact of the concepts and components of one of the seven main dimensions. The questionnaire was designed based on the Likert scale to measure the impact of each factor on the digital transformation of university libraries. Experts were also asked to note any missing items of importance and provide qualitative opinions at the end of each section. As a result, among the 168 questions in the questionnaire, 157 have acceptable weight, and 11 questions were removed, and 21 items suggested by the Delphi panel members were added to the questionnaire after removing irrelevant and repetitive items.
The second round of Delphi
To start the second round, based on the results of the Delphi panel of the first round, items with a standard deviation greater than 1 and an average less than 3.50, which indicated that the respondents did not agree on that item, were removed from the set of items. Also, based on the suggestions provided by the participants, necessary corrections were made to some items. As a result, the second-round questionnaire was redesigned in eight sections and sent to the panel members for further review. In this round, in addition to thanking the researcher for continuing to cooperate with the researchers, a description of the most important changes applied to the questionnaire of the first round, the previous answers of each member, as well as the average opinions of all panel members were also included, and the respondents were asked whether their opinion aligned with the results. If it did not match, they were required to either justify their opinion using the results from the first round or adjust it. In addition, separate tables at the end of each section of the questionnaire presented new items provided by Delphi panel members for scoring. Among the 157 questions in the questionnaire, no item was deleted. Moreover, among the items suggested by the Delphi panel members, 15 of the 21 items received an average score of over 3.50 and a standard deviation of less than 1.
The third round of Delphi
In the third round, as in the second round, a questionnaire was designed and sent to the Delphi panel members for further investigation. At this stage, the results of the analysis of the second-round questionnaire, which included the opinions of all the experts under study, were provided to them. Making available the results of the previous round of analysis helps experts to adjust their opinions if needed, knowing the opinions of others, and increasing the level of consensus among experts at each stage. In this stage, like the previous two stages, 15 questionnaires were distributed, and all questionnaires were received. As a result, the return rate in the third round of Delphi is also equal to 100%. Also, as in the previous round, none of the 157 main questions of the questionnaire were deleted. In addition, among the items suggested by the panel members, the same 15 items originated from the second round received an average score above 3.50 and a standard deviation of less than 1. Below are the average responses received and standard deviations of the responses related to the first, second and third rounds for each of the main dimensions, main concepts and components in Tables 1–3.
The results from the first to third round of the Delphi process indicate that a consensus was reached among the members of the panel. Consequently, the repetition of subsequent rounds was terminated for the following reasons:
No new suggestions were made by the panel members in the third round, and the qualitative opinions of the panel members were solely focused on confirming the changes made in the second-round questionnaire and verifying its quality and structure. The experts did not express any opinions regarding the increase, decrease or alteration of the dimensions, concepts and components;
The increase in the averages during the third round indicates that the experts’ opinions are converging and their agreement is strengthening. In addition, they hold a more positive view of the dimensions, concepts and components within the conceptual model of digital transformation for Iran’s academic libraries. Conversely, the reduction in standard deviation during the third round suggests decreased variability in responses, indicating greater consensus among the Delphi panel members. Consequently, continuing with additional Delphi rounds was unnecessary due to the high likelihood of data repetition; and
Kendall’s coefficient of concordance increased by only 0.018 in the third round compared to the second round. This small change suggests that the level of consensus among panel members remained relatively stable across two consecutive rounds.
Therefore, after stopping the Delphi rounds, the digital transformation model of university libraries in Iran was developed according to Figure 1.
5. Discussion
This research aimed to design a model of digital transformation for Iranian public university libraries. The results revealed that experts’ opinions closely aligned with dimensions, concepts and components obtained from the research of Khoeini et al. (2024), and only a few changes were made in them. In the following, the findings from the three rounds of the questionnaire are presented based on its eight main parts.
The first part
The first part of the questionnaire examined the primary dimensions related to the digital transformation of academic libraries. The findings indicate that all dimensions are important from the experts’ perspective, receiving a high average score of 4.66. Among these dimensions, “process and strategy development” and “digital manager” stand out with the highest mean and the lowest standard deviation. This suggests that most experts consider these two dimensions to be more crucial than others. The “process and strategy development” dimension encompasses the approaches and actions that university libraries adopt to align their processes, structure and services with digitization. Developing a comprehensive digital strategy across all library stages and layers can yield substantial capabilities and optimizations, streamlining operations and fostering an intelligent, efficient movement toward digital transformation. Indeed, achieving digital transformation necessitates significant changes in the library’s culture, processes and workflows. A well-designed digital strategy and process change serve as necessary prerequisites for initiating this fundamental transformation. University libraries should thoroughly review and enhance their operations, competitiveness and evolution within the digital economy and operating model as part of their overarching digital strategy.
According to the findings, another critical requirement for the digital transformation of university libraries is the role of the “digital manager.” In addition, Kunene and Mapulanga (2021) recognize the library manager as one of the key factors contributing to the success of libraries in the digital age.
Successful digital transformation involves focusing not only on what changes are needed but also on how to effect change across various domains. The digital manager of the university library plays a vital role in driving and managing this transformative process. Every digital library action necessitates coordination and alignment among technology, processes and library staff, requiring new skills and organizational capabilities from library managers to effectively implement and facilitate the library’s digital transformation. These managers must have a thorough understanding of the impact of digitization on the library and its librarians.
The second part
The second part of the questionnaire explored the concepts and components related to the digital culture dimension within the library. The results from this section indicate that all the concepts and components associated with digital culture dimension are highly significant from the experts’ perspective, with an average score of 4.20. Notably, the concept of “digital attitude” and the component related to the “digital mentality of managers” within the same concept received the highest average and the lowest standard deviation, respectively.
Essentially, digital culture and, consequently, digital transformation rely on fostering a digital attitude and cultivating behavioral characteristics among individuals in the library environment. This approach enables libraries to adapt to the digital age and, more importantly, establishes a culture where academic libraries proactively pursue digital transformation with a well-defined plan. Librarians, in turn, feel motivated, secure and comfortable within this digital space. It all begins with the digital mindset of university library managers and their role modeling. A mindset in which the manager considers digital solutions as the default approach for addressing challenges in the university library and actively promotes this culture across all departments of the university library.
Among the concepts proposed by experts in this research, the “data-centric” concept and its components – such as “promoting data-centric in decision-making among library managers,” “promoting data-centric thinking to understand the needs of users through data and feedback to them in librarians” and “encouraging staff to data use and analysis” – received unanimous agreement and scored well. Consequently, this concept and its components were integrated into the digital culture dimension of the research model. Notably, data-oriented experts emphasize that fostering a digital culture within the university library and driving libraries toward digital transformation are critical. To achieve this, policymakers and planners should develop data-oriented thinking and advocate for data utilization across all university library departments.
The third part
The third part of the questionnaire explored experts’ perspectives on the concepts and components related to the digital librarian dimension. According to their opinions, the components related to “knowledge competences,” such as “having knowledge of budgeting management,” “having knowledge of programming” and “having knowledge of administrative affairs,” were considered important. In addition, components like “skill in digitizing analog resources” and “enhancing intercultural communication skills” were removed from the concept of “functional (technical) competencies” in the digital librarian dimension. It should be noted that although these components were cited in the research literature, the experts did not agree on the necessity of including them in the conceptual model. Therefore, given the research’s purpose – to design a model from the viewpoint of experts in the field of digital transformation of Iranian university libraries – the mentioned components were removed.
Regarding the other concepts and components examined, the results indicate that the minimum average obtained in this section is 3.86, and these concepts and components mentioned in this dimension are of moderate to high importance from the experts’ point of view. Among these concepts, “knowledge competencies” and “functional (technical) competencies” and among the components, “ability to manage digital content” from the concept of functional competencies have the highest average and the lowest standard deviation. In this context, Gradin (2022) categorizes the digital skills required by digital librarians into four main groups: features, executive skills, system skills and technological skills. In fact, one of the main challenges in the digital transformation of academic libraries lies in the knowledge and functional competencies of librarians.
Given that library digital transformation is a dynamic and highly specialized process that impacts all library functions, it becomes crucial for librarians to possess the necessary technical expertise. Without adequate skills and knowledge in this domain, librarians may encounter significant challenges during the implementation of digital initiatives. To address this challenge, university library managers should prioritize the development of librarians’ expertise, focusing on skills related to managing digital content. Designing and implementing targeted training programs is essential to enhance the knowledge and competencies required in the digital age of university libraries. As Akparobore et al. (2020) concluded, digital transformation requires a new generation of librarians, and there is a need to focus on the development of librarians’ digital competencies. In addition, the components related to “having knowledge of digital collection management and its rules for identifying and properly evaluating resources,” “familiarity with digital metadata standards and data transfer standards” and “familiarity with open access platforms” were suggested by experts within the dimension of digital librarianship. These components received unanimous agreement. Consequently, they were incorporated into the digital librarianship dimension in the research model.
The fourth part
The fourth part of the questionnaire focused on experts’ perspectives regarding the concepts and components related to the digital library manager. The findings show that all the concepts and components of this section have been approved by the experts and have obtained a minimum average of 4.33. Notably, “Management competencies” and “comprehensive knowledge and mastery of library goals, vision, and services in the digital age” have the highest mean and the lowest standard deviation among the concepts and components, respectively.
Based on the research findings, the management and monitoring of the digital transformation of the university library necessitate novel management approaches and leadership competencies. Among these, the managerial competency of university library managers stands out as the most crucial. Based on the findings of this research, Le (2015) identifies management skills, cooperation skills and communication skills as important characteristics of a digital leader. An effective manager can drive successful digital transformation by comprehensively understanding the library’s goals, vision and services in the digital age. Forward-thinking and innovative, comprehensive planning are essential for the library’s survival in this era of digital action.
The components related to “planning, coordinating, monitoring, and evaluating the progress of digital library transformation projects” and “collaboration and networking with other university library managers” were proposed by experts within the concept of “management competencies.” These components received unanimous agreement and were included in the research model. From the experts’ perspective, an effective digital manager must proactively determine, plan, guide and monitor digital transformation initiatives within the university library. Aligning these activities with the library’s overall goals is crucial. In addition, fostering collaboration and networking with other university libraries is essential for successful digital management.
The fifth part
Section 5 of the questionnaire measured the concepts and components related to the dimension of digital resources and services from the perspective of experts. This measurement led to the removal of the component of “providing digital scholarship services” from the concept of “providing various and specialized digital services to users” and the component of “development and support” from concept of the “digital education platforms of the university” from the concept of “providing various and specialized digital services to the university.” The removal of these components does not mean that they are unimportant, but from the experts’ point of view, these components have not played a significant role in the digital transformation of university libraries in Iran, and they are not among the most effective components in the dimension of digital resources and services of university libraries in Iran.
In addition, from the expert’s point of view, other concepts and components evaluated in the dimension of digital resources and services of the university library have high importance, so that these concepts and components have obtained at least an average of 4.06. Among the concepts, “providing various and specialized digital services to the university” and within the components, “active role in policy teams in the field of innovative and digital technology of the university” in this concept have the highest average and the lowest standard deviation.
The results of this section indicate that university libraries will remain an important part of the educational systems of the country as long as they fulfill the fundamental needs of their audience with efficiency, effectiveness and usefulness as an information and knowledge center. Indeed, fulfilling the needs of their parent organization is one of their most crucial tasks. In fact, although the primary mission of university libraries has always been to support curricula and educational programs, this concept has changed significantly due to the movement of universities toward digital transformation and the entrepreneurial university model. Therefore, the future of university libraries depends on their ability to support the stakeholders and the mission of the parent organization, and as universities are evolving and becoming more digital, university libraries are forced to reimagine and redesign to survive. They should continue to develop and provide online programs and electronic services, such as an active role in the university’s digital transformation policymaking teams.
Also, according to the experts’ suggestions, the concept of “optimal reorganization of library resources” was changed to “acquisitions and optimal reorganization of library resources.” Moreover, the components of “identifying new formats and digital resources,” “creating, preparing and making available open and free scientific content in the library,” “updating the resource organization policy with new organization concepts and rules” and “updating library collection development policy based on users’ information needs” were added to this concept. In addition to respecting their opinion, carrying out the corrections suggested by the experts provides a better representation of the main parts of the digital transformation model of Iranian university libraries and leads to a simpler understanding and a more comprehensive view of it. Therefore, it can be concluded that due to the comprehensive view of the experts and their familiarity with the digital transformation of university libraries and according to their activity background, a clear reference to the digital collection development of library resources and its components in the model of digital transformation of university libraries in Iran was recognized as important.
The sixth part
The sixth part of the questionnaire examined the concepts and components of digital technologies. According to the results of this section, the components of “creative space technology,” “smartphone technology,” “digital twin technology” and “RFID technology” within the concept of “digital technologies in the library” were not agreed upon by the experts and were excluded from the research components. It should be noted that although these components were used in the research literature, according to experts, they did not receive enough points for the environment of university libraries in Iran. This shows the fact that the opinion of the digital transformation experts of the country’s university libraries is not consistent with some of the components of the digital technologies resulting from the literature.
Other concepts and components examined in this section have obtained a minimum average of 3.93, which indicates that all these concepts and components have medium to high importance from the experts’ point of view. The concept of “technology readiness levels in the library” and the component of “providing the digital infrastructure technologies of the country and the university” from this concept have the highest average and the lowest standard deviation, respectively.
Liman and Aliyu (2023) highlight the lack of infrastructure and suitable equipment for digital technologies as the most significant challenge in the digital transformation of university libraries in developing countries. In addition, Abayomi et al. (2021) stress the need for a platform and the readiness of library staff to embrace technology. The technology readiness levels in the library include the provision of transformation platforms in the library, including maintaining the information security of users, attitudes, documental awareness, infrastructure, policies and programs that provide the basis for moving toward digital transformation of university libraries. Indeed, the most important and influential part of technology readiness is the existence of technical infrastructure and tools in the country and university. The more appropriate the technology readiness based on the provision of infrastructure, the higher the success rate will be in university libraries.
In addition, among the components proposed by the experts in the concept of “use of digital technologies in the library,” only the component “Web 2.0 technologies” was approved by other experts and included in the research model. According to experts, users who are accustomed to using digital technologies expect university libraries to provide their electronic services through various channels, including social networks, email and chat. In this way, the use of these technologies can be a driving force for improving the digital experience of university library users.
The seventh part
The seventh part of the questionnaire studied the concepts and components of the dimension of cooperation and support of upstream institutions and the university. The findings show that all the concepts and components of this section have been approved by the experts and have obtained a minimum average of 4.26. Equally, the concepts of “cooperation and support of the university to provide resources, services and technological equipment” and “cooperation and support of upstream institutions and the university for the library’s macro policies” and the components of “revision of the curriculum of library and information science to acquire the digital competencies of the librarian” and “collaboration in providing financial resources to buy or update digital technology equipment” of the two mentioned concepts have the highest average and the lowest standard deviation.
In fact, in line with the movement of digital transformation of university libraries, effective interaction of legislative institutions and universities is essential to eliminate obstacles and build the necessary capacity for providing resources, services and technological equipment. In addition, revising inefficient library laws and policies, maximizing the potential and influence of higher institutions and implementing programs such as investment and financial resource allocation, as well as updating the curriculum of library and information science, are needed.
The eight part
The last part of the questionnaire investigated the concepts and components of the working process dimension and the development of the digital strategy of the library. All the concepts and components of this section were approved by the experts and obtained a minimum average of 4.33. Meanwhile, the concept of “digitalization of library processes” and the component of “digitalization of library services” have the highest mean and the lowest standard deviation.
According to the findings of the research, one of the most important aspects of the digital transformation of university libraries is the upgrading and digitalization of library processes with the intelligent use of transformative technologies. In fact, one of the most important signs of the university library’s movement toward digital transformation is the improvement of methods and digitization of library work processes. Following this approach, the removal, simplification, automation and digitalization of library services are done, and digital transformation becomes an effective methodology and organizational culture of the library.
6. Conclusions
The digital age has significantly impacted academic libraries worldwide, prompting them to adapt and transform into new technologies, such as AI. With the challenges that university libraries, including Iranian public university libraries, are facing in the digital age, they can no longer respond to the needs of modern society without revising their traditional services and functions. Iranian public university libraries should move toward digital transformation to achieve greater success in their roles and performance based on the information environment of the digital age and to communicate more effectively with users. However, due to the absence of a clear and comprehensive understanding of the digital transformation within Iranian public university libraries, this study was conducted with the objective of designing a digital transformation model. The resulting model aims to serve as a valuable guide at the conclusion of the process. To achieve the primary objective of this research, the Delphi method was used.
After identifying experts in this field, their perspectives on the dimensions, concepts and components identified in Khoeini et al.’s (2024) research were examined across three rounds. The results of the present research led to the presentation of a digital transformation model for Iranian public university libraries, consisting of 7 main dimensions, 25 concepts and 139 components. This model, which is approved and agreed upon by experts in its structural and content aspects, includes the following sections and layers:
The conceptual model presented in this research, which has been approved by the experts from the structural and content aspects, has the following sections and layers:
Digital Culture: Including seven concepts – digital attitude, user-centered, agility, partnership and collaboration, creativity and innovation, learning digital skills of users and data-centered;
Digital Librarian: Including four concepts – personal competence, knowledge competence, communication competence and skill competence;
Digital Manager: Including three concepts – personal competence, knowledge competence and skill competence;
Digital Services and Resources: Including three concepts – acquisitions and optimal reorganization of library resources, providing digital services to library users and providing digital services to the university;
Digital Technologies: Including three concepts – digital infrastructure, technological readiness and use of digital technologies;
Support and Cooperation of Upstream Institutions and Universities: Including three concepts – cooperation in providing human resources, cooperation in providing resources and technological equipment and cooperation for macro policies; and
Process Work and Development of the Digital Strategy: Including two concepts – digitalization of processes and development of the library’s digital strategy.
The presence of multiple factors in the digital transformation model of Iranian public university libraries clearly indicates that any movement toward digital transformation requires the involvement of all stakeholders. It is essential to consider their interests, challenges and concerns to ensure that Iranian public university libraries can continue to thrive as active and effective institutions. In addition, digital transformation in Iranian public university libraries should be considered a continuous process involving shifts in attitudes, infrastructure development, resource transformation, service digitization and ongoing evaluation of effectiveness. In this context, a sectional, short-term plan without a comprehensive strategic plan will undoubtedly undermine the efficiency and effectiveness of the process. Each of the main dimensions of the current research model – including changes in organizational culture, the development of human resources (such as digital managers and digital librarians), the revision of work processes, the development of digital strategies, the effective use of digital technologies, the creation of a platform for providing resources and digital services and the cooperation and support of upstream institutions and the university – requires sustained efforts over many years. It is not feasible to establish a specific start and end date for each aspect of the digital transformation of each university library.
In conclusion, it should be noted that the current research model can serve as a basis for other studies aimed at developing tools for related research. It also highlights the importance and necessity of focusing on the digital transformation of university libraries for university policymakers, experts in the field of library and information science and managers of university libraries in Iran and other countries. By advancing knowledge in this area, the model will provide a foundation for further research, attract the attention of university library users, enhance service offerings and encourage users to use library resources, ultimately prompting university authorities to allocate sufficient funding. In addition, the findings of this research can provide a framework for planners, implementers and policymakers in the field of digital transformation in libraries and information centers in Iran and other countries. This framework can assist in formulating policies and executive programs aligned with the movement of libraries toward digital transformation and investment in this area.
The authors would like to thank the anonymous reviewers for their valuable and constructive comments, which enabled us to improve the manuscript.
Figure 1.Conceptual model of the digital transformation of Iranian public university libraries using the Delphi method
Table 1.
Statistical description of experts’ views on the main dimensions of the digital transformation of Iranian academic libraries
| Main dimensions | Average responses |
Standard deviation of |
||||
|---|---|---|---|---|---|---|
| First |
Second |
Third |
First |
Second |
Second |
|
| Digital culture | 4.73 | 4.86 | 4.86 | 0.59 | 0.35 | 0.35 |
| Digital librarian | 4.60 | 4.66 | 4.66 | 0.50 | 0.48 | 0.48 |
| Digital manager | 4.66 | 4.86 | 4.93 | 0.61 | 0.35 | 0.25 |
| Digital resources and services | 4.66 | 4.66 | 4.66 | 0.48 | 0.48 | 0.48 |
| Digital technologies | 4.66 | 4.66 | 4.66 | 0.61 | 0.48 | 0.48 |
| Support and cooperation of upstream |
4.66 | 4.66 | 4.66 | 0.61 | 0.48 | 0.48 |
| Working process and digital |
4.73 | 4.93 | 4.93 | 0.45 | 0.25 | 0.25 |
Source: Created by authors
Table 2.
Statistical description of experts’ views on the main concepts of digital transformation of Iranian university libraries
| Main dimensions | Main concepts | Average responses received | Standard deviation of received responses | ||||
|---|---|---|---|---|---|---|---|
| First round | Second round | Third round | First round | Second round | Third round | ||
| Digital culture | Digital attitude | 4.86 | 4.86 | 4.86 | 0.35 | 0.35 | 0.35 |
| User-oriented | 4.06 | 4.20 | 4.20 | 0.88 | 0.41 | 0.41 | |
| Agility | 4.40 | 4.60 | 4.60 | 0.63 | 0.50 | 0.50 | |
| Participation and cooperation | 4.20 | 4.26 | 4.53 | 0.94 | 0.45 | 0.51 | |
| creativity and innovation | 4.60 | 4.66 | 4.80 | 0.73 | 0.48 | 0.41 | |
| Learning the digital skills of employees | 4.46 | 4.60 | 4.80 | 0.63 | 0.50 | 0.41 | |
| Data-driven | – | 3.93 | 3.93 | – | 0.70 | 0.73 | |
| Application (term) of the concept of “developing the digital intelligence of library staff” instead of the concept of “learning the digital skills of staff” | – | 3.42 | 3.30 | – | 1.28 | 1.18 | |
| Digital librarian | Individual competencies | 4.06 | 4.33 | 4.33 | 0.96 | 0.48 | 0.48 |
| Knowledge skills | 4.46 | 4.53 | 4.73 | 0.63 | 0.51 | 0.45 | |
| Functional (technical) competencies | 4.40 | 4.60 | 4.73 | 0.73 | 0.50 | 0.45 | |
| Communication skills | 4.40 | 4.33 | 4.66 | 0.91 | 0.48 | 0.48 | |
| Digital manager | Individual competencies | 4.33 | 4.60 | 4.66 | 0.89 | 0.50 | 0.48 |
| Management skills | 4.66 | 4.66 | 4.93 | 0.61 | 0.48 | 0.25 | |
| Knowledge skills | 4.73 | 4.80 | 4.80 | 0.59 | 0.41 | 0.41 | |
| Digital resources and services | Optimal reorganization of library resources | 4.00 | 4.33 | 4.33 | 0.75 | 0.48 | 0.48 |
| Providing various and specialized digital services to library users | 4.66 | 4.66 | 4.60 | 0.72 | 0.48 | 0.50 | |
| Providing various and specialized digital services to the university | 4.60 | 4.73 | 4.80 | 0.63 | 0.45 | 0.41 | |
| Application (term) of the concept of “acquisitions and optimal reorganization of library resources” instead of the concept of “reorganization of library resources” | – | 4.00 | 3.85 | – | 0.92 | 0.77 | |
| Digital technologies | Digital infrastructure | 4.80 | 4.80 | 4.80 | 0.41 | 0.41 | 0.41 |
| Technological preparation in the library | 4.80 | 4.93 | 4.93 | 0.41 | 0.25 | 0.25 | |
| Application of digital technologies in the library | 4.46 | 4.60 | 4.53 | 0.63 | 0.50 | 0.51 | |
| Cooperation and support of upstream institutions and universities | Cooperation and support of upstream institutions and universities to provide human resources | 4.66 | 4.60 | 4.53 | 0.48 | 0.50 | 0.51 |
| Cooperation and support of the university to provide resources, services and technological equipment | 4.66 | 4.66 | 4.73 | 0.48 | 0.48 | 0.45 | |
| Cooperation and support of upstream institutions and the university for the library’s macro policies | 4.73 | 4.66 | 4.73 | 0.45 | 0.48 | 0.45 | |
| Working process and digital strategy development | Digitization of library processes | 4.86 | 4.93 | 4.93 | 0.35 | 0.25 | 0.25 |
| Development of library digital strategies | 4.46 | 4.53 | 4.60 | 0.51 | 0.51 | 0.50 | |
Source: Created by authors
Table 3.
Statistical description of experts’ views on the components of digital transformation of Iranian academic libraries
| Main dimensions | Main concepts | Components | Average responses |
Standard deviation |
||||
|---|---|---|---|---|---|---|---|---|
| First |
Second |
Third |
First |
Second |
Third |
|||
| Digital culture | Digital attitude | Digital mentality of librarians | 4.53 | 4.66 | 4.73 | 0.51 | 0.48 | 0.45 |
| Digital mentality of managers | 4.86 | 4.86 | 4.86 | 0.35 | 0.35 | 0.35 | ||
| Digital mentality of users | 4.46 | 4.46 | 4.46 | 0.74 | 0.51 | 0.51 | ||
| Librarians’ awareness, insight and perception of the benefits of digital library transformation | 4.40 | 4.53 | 4.53 | 0.50 | 0.51 | 0.51 | ||
| Managers’ perception and vision of the library’s digital transformation | 4.60 | 4.80 | 4.80 | 0.50 | 0.41 | 0.41 | ||
| User-oriented | Providing digital information needs of various users | 4.26 | 4.60 | 4.60 | 0.79 | 0.50 | 0.50 | |
| Understanding user experience | 4.20 | 4.33 | 4.40 | 0.56 | 0.48 | 0.50 | ||
| More interaction and participation of users in the library | 3.86 | 4.26 | 4.26 | 0.91 | 0.45 | 0.45 | ||
| Data analysis to personalize user services | 4.13 | 4.33 | 4.40 | 0.99 | 0.48 | 0.50 | ||
| Agility | Quick response and flexibility of library operations and processes with digital age changes | 4.46 | 4.73 | 4.73 | 0.51 | 0.45 | 0.45 | |
| Agile management decisions at the library level | 4.06 | 4.46 | 4.46 | 0.59 | 0.51 | 0.51 | ||
| Participation and cooperation | Partnership between new and experienced employees to provide innovative services | 3.93 | 4.26 | 4.26 | 0.88 | 0.45 | 0.45 | |
| Delegating the authority of administrators to library staff | 4.13 | 4.40 | 4.40 | 0.99 | 0.50 | 0.50 | ||
| Interaction with users through social networks | 4.40 | 4.46 | 4.53 | 0.82 | 0.51 | 0.51 | ||
| Participation of experienced leaders in the digital transformation of the library | 4.40 | 4.53 | 4.66 | 0.50 | 0.51 | 0.48 | ||
| Development of the cooperation network between the library and the university | 4.13 | 4.33 | 4.33 | 0.63 | 0.48 | 0.48 | ||
| Encouraging staff to advance, accompany and coordinate with the digital vision of the library | 4.26 | 4.26 | 4.26 | 0.45 | 0.45 | 0.45 | ||
| The culture of participation and cooperation in doing library work | 4.00 | 4.20 | 4.20 | 0.92 | 0.41 | 0.41 | ||
| Cooperation with internal and external partners of the library | 3.66 | 4.46 | 4.53 | 0.97 | 0.51 | 0.51 | ||
| Digital relationships and the use of social networks for knowledge sharing | 4.46 | 4.46 | 4.46 | 0.74 | 0.51 | 0.51 | ||
| Creativity and innovation | Welcoming new ideas from library staff | 4.13 | 4.46 | 4.46 | 0.91 | 0.51 | 0.51 | |
| Increasing innovation and creativity in providing new library services | 4.33 | 4.46 | 4.46 | 0.72 | 0.51 | 0.51 | ||
| Revision of library management approaches and methods | 4.26 | 4.53 | 4.80 | 0.79 | 0.51 | 0.41 | ||
| Learning the digital skills of employees | Planning to increase the digital skills of librarians | 4.40 | 4.53 | 4.66 | 0.50 | 0.51 | 0.48 | |
| Planning to increase the digital skills of library managers | 4.46 | 4.73 | 4.73 | 0.51 | 0.45 | 0.45 | ||
| Planning for adoption of digital technologies among library staff | 4.73 | 4.73 | 4.80 | 0.45 | 0.45 | 0.41 | ||
| Data-driven | Promoting data-oriented thinking in library managers’ decision-making | – | 4.07 | 4.07 | – | 0.91 | 0.61 | |
| Promoting data-oriented thinking in librarians to understand users’ needs and feedback to them | – | 3.80 | 4.00 | – | 0.86 | 0.55 | ||
| Encouraging employees to collect complete and high-quality data | – | 3.92 | 3.92 | – | 1.26 | 1.07 | ||
| Encouraging employees to use and analyze data | – | 3.92 | 4.07 | – | 0.82 | 0.61 | ||
| Development of digital intelligence of library staff | Planning to increase the digital literacy of librarians | – | 4.07 | 4.07 | – | 1.14 | 1.25 | |
| Planning to increase the digital literacy of managers | – | 4.14 | 4.00 | – | 1.16 | 1.22 | ||
| Digital librarian | Individual competencies | Creative | 4.46 | 4.53 | 4.60 | 0.73 | 0.51 | 0.50 |
| Committed | 4.26 | 4.33 | 4.33 | 0.88 | 0.48 | 0.48 | ||
| Flexible | 4.60 | 4.53 | 4.53 | 0.50 | 0.51 | 0.51 | ||
| Nimble | 4.13 | 4.26 | 4.26 | 0.83 | 0.45 | 0.45 | ||
| Thinker | 4.53 | 4.60 | 4.66 | 15 | 0.50 | 0.48 | ||
| Curious | 4.06 | 4.06 | 4.06 | 0.88 | 0.25 | 0.25 | ||
| Recognition and control of emotional intelligence | 3.80 | 3.86 | 3.86 | 0.86 | 0.35 | 0.35 | ||
| Having high motivation | 4.40 | 4.66 | 4.73 | 0.63 | 0.48 | 0.45 | ||
| Sufficient self-confidence | 3.86 | 4.20 | 4.26 | 0.74 | 0.41 | 0.45 | ||
| Knowledge skills | Having extensive specialized knowledge | 4.26 | 4.20 | 4.20 | 0.70 | 0.41 | 0.45 | |
| Getting to know the rules and legal restrictions of digital content | 4.06 | 4.20 | 4.26 | 0.79 | 0.51 | 0.51 | ||
| Having knowledge of budgeting management | 3.46 | – | – | 0.74 | ||||
| Familiarity and mastery of working with social media | 4.33 | 4.46 | 4.46 | 0.81 | 0.41 | 0.35 | ||
| Having knowledge of management and organization of information resources | 3.73 | 4.20 | 4.13 | 0.88 | 0.48 | 0.48 | ||
| Having digital literacy/digital information literacy | 4.66 | 4.66 | 4.66 | 0.61 | 0.25 | 0.25 | ||
| Having programming knowledge | 3.40 | – | – | 0.50 | ||||
| Having mastery of the English language | 3.60 | 4.06 | 4.13 | 0.73 | 0.41 | 0.45 | ||
| Having knowledge of administrative affairs | 2.86 | 1.12 | ||||||
| Having knowledge of digital collection and its rules to identify and properly evaluate resources | – | 4.00 | 4.33 | – | 0.84 | 0.48 | ||
| Familiarity with digital metadata standards and data transmission standards | – | 3.93 | 3.86 | – | 0.88 | 0.99 | ||
| Familiarity with open access platforms | – | 3.93 | 4.00 | – | 0.59 | 0.75 | ||
| Having knowledge of communication and information management | 3.60 | 4.06 | 4.13 | 0.73 | 0.59 | 0.35 | ||
| Functional (technical) competencies | Digital research support skills | 4.26 | 4.33 | 4.33 | 0.70 | 0.48 | 0.48 | |
| Ability to manage digital content | 4.66 | 4.80 | 4.86 | 0.48 | 0.41 | 0.35 | ||
| Ability to adapt to changes | 4.40 | 4.60 | 4.60 | 0.50 | 0.50 | 0.50 | ||
| Management skills | 3.60 | 4.06 | 4.20 | 0.91 | 0.25 | 0.41 | ||
| Analytical and critical thinking skills | 4.20 | 4.40 | 4.40 | 0.86 | 0.50 | 0.50 | ||
| Active participation skills | 4.13 | 4.26 | 4.26 | 0.91 | 0.45 | 0.45 | ||
| Ability to analyze digital systems | 3.86 | 3.86 | 3.93 | 0.83 | 0.35 | 0.25 | ||
| The skill of digitizing analog sources | 3.80 | – | – | 1.01 | ||||
| Ability to manage electronic resources | 4.26 | 4.73 | 4.73 | 0.79 | 0.45 | 0.45 | ||
| Ability to plan and coordinate activities | 3.80 | 4.00 | 4.26 | 0.94 | 0.53 | 0.45 | ||
| Problem-solving skills | 4.33 | 4.33 | 4.33 | 0.89 | 0.48 | 0.48 | ||
| Communication skills | Communication and negotiation skills | 4.13 | 4.13 | 4.13 | 0.63 | 0.35 | 0.35 | |
| Ability to work in a team | 4.33 | 4.46 | 4.46 | 0.61 | 0.51 | 0.51 | ||
| Ability to cooperate in educational and research processes | 4.20 | 4.33 | 4.33 | 0.67 | 0.48 | 0.48 | ||
| Ability to share organizational knowledge | 4.20 | 4.46 | 4.53 | 0.67 | 0.51 | 0.51 | ||
| Increasing intercultural communication skills | 4.00 | – | – | 1.00 | ||||
| Digital manager | Individual competencies | Brave and risk-taking | 4.40 | 4.33 | 4.33 | 0.73 | 0.48 | 0.48 |
| The spirit of succession | 4.26 | 4.33 | 4.33 | 0.88 | 0.48 | 0.48 | ||
| Adaptability to change and ambiguity | 4.46 | 4.66 | 4.66 | 0.63 | 0.48 | 0.48 | ||
| Thinker | 4.53 | 4.46 | 4.53 | 0.63 | 0.51 | 0.51 | ||
| Creative | 4.66 | 4.60 | 4.60 | 0.61 | 0.50 | 0.50 | ||
| Committed | 3.86 | 4.26 | 4.73 | 0.91 | 0.45 | 0.45 | ||
| Management skills | Managing librarians’ resistance to change | 4.20 | 4.60 | 4.60 | 0.56 | 0.50 | 0.50 | |
| Management of digital activities of the library | 4.26 | 4.53 | 4.53 | 0.59 | 0.51 | 0.51 | ||
| Planning to train digital skills of librarians | 4.46 | 4.46 | 4.46 | 0.63 | 0.51 | 0.51 | ||
| Supporting employees to participate in training classes | 4.40 | 4.40 | 4.40 | 0.63 | 0.50 | 0.50 | ||
| Planning, coordinating, monitoring and evaluating the progress of library digital transformation projects | – | 4.28 | 4.14 | – | 0.82 | 0.66 | ||
| Cooperation and networking with other university library managers | – | 4.20 | 4.20 | – | 0.94 | 0.77 | ||
| Effective interaction and communication of the manager with the higher leaders of the university | 4.66 | 4.73 | 4.80 | 0.48 | 0.45 | 0.41 | ||
| Knowledge skills | Comprehensive understanding and mastery of library goals, vision and services in the digital age | 4.80 | 4.80 | 4.93 | 0.41 | 0.41 | 0.25 | |
| Re-planning of library budget priorities | 4.33 | 4.60 | 4.66 | 0.61 | 0.50 | 0.48 | ||
| Having digital literacy/digital information literacy | 4.66 | 4.80 | 4.80 | 0.48 | 0.41 | 0.41 | ||
| Knowledge of transformational library leadership in the digital age | 4.66 | 4.80 | 4.80 | 0.48 | 0.41 | 0.41 | ||
| Digital resources and services | Optimal reorganization of library resources | Digitization of analog sources | 4.06 | 4.26 | 4.26 | 0.59 | 0.45 | 0.45 |
| Integration of electronic (online) and printed (paper) resources | 3.93 | 4.20 | 4.20 | 0.59 | 0.41 | 0.41 | ||
| Providing various and specialized digital services to library users | Lending library digital technology equipment | 4.20 | 4.06 | 4.06 | 0.77 | 0.25 | 0.25 | |
| Providing digital reference services | 4.73 | 4.66 | 4.66 | 0.59 | 0.48 | 0.48 | ||
| Providing access services to open educational resources and digital content | 4.60 | 4.53 | 4.66 | 0.73 | 0.51 | 0.48 | ||
| Providing research data management services | 4.40 | 4.60 | 4.60 | 0.73 | 0.50 | 0.50 | ||
| Providing digital literacy/information literacy training services | 4.60 | 4.60 | 4.66 | 0.63 | 0.50 | 0.48 | ||
| Development of online library services | 4.60 | 4.73 | 4.73 | 0.63 | 0.45 | 0.45 | ||
| Providing digital scholarship services | 3.33 | – | – | 1.29 | – | – | ||
| Providing various and specialized digital services to the university | Development and support of university digital education platforms | 4.33 | – | – | 1.04 | – | – | |
| Active participation in the digital teaching and learning process of the university | 4.60 | 4.60 | 4.60 | 0.50 | 0.50 | 0.50 | ||
| Development and support of the university’s innovative and digital research platforms | 4.53 | 4.66 | 4.73 | 0.51 | 0.48 | 0.45 | ||
| Expanding the role of the library in digital scientific communication of the university | 4.66 | 4.66 | 4.73 | 0.48 | 0.48 | 0.45 | ||
| Support for the electronic publication of the university | 4.20 | 4.60 | 4.60 | 0.77 | 0.50 | .500 | ||
| Long-term preservation of university digital content | 4.40 | 4.60 | 4.60 | 0.50 | 0.50 | 0.50 | ||
| Active role in the university’s innovative and digital technology policy teams | 4.60 | 4.73 | 4.80 | 0.63 | 0.45 | 0.41 | ||
| Active role in university research and innovation committees | 4.46 | 4.66 | 4.66 | 0.63 | 0.48 | 0.48 | ||
| Organizational repository management | 4.46 | 4.60 | 4.66 | 0.63 | 0.50 | 0.48 | ||
| Application (term) of the concept of “acquisitions and optimal reorganization of library resources” instead of the concept of “reorganization of library resources” | Identification of emerging digital formats and resources | – | 4.40 | 4.40 | – | 0.63 | 0.50 | |
| Creation, preparation and accessibility of game and free scientific content in the library | – | 4.26 | 4.73 | – | 0.70 | 0.59 | ||
| Update resource organization policy with new organization concepts and rules | – | 4.26 | 4.33 | – | 0.59 | 0.61 | ||
| Updating the collection development policy of library resources based on users’ information needs | – | 4.33 | 4.60 | – | 0.89 | 0.73 | ||
| Digital technologies | Digital infrastructure | Providing the infrastructure of digital technologies of the country and university | 4.86 | 4.93 | 4.93 | 0.35 | 0.25 | 0.25 |
| Providing suitable technical infrastructure for the use of digital technologies in the library | 4.73 | 4.73 | 4.80 | 0.45 | 0.45 | 0.41 | ||
| Technological preparation in the library | Keeping people’s information safe while working with digital technologies in the library | 4.53 | 4.80 | 4.80 | 0.51 | 0.41 | 0.41 | |
| Increasing the awareness and knowledge of librarians about the progress and application of digital technologies in the library | 4.73 | 4.66 | 4.66 | 0.45 | 0.48 | 0.48 | ||
| Providing digital technology equipment in the library | 4.80 | 4.86 | 4.86 | 0.41 | 0.35 | 0.35 | ||
| Librarians’ correct understanding of the adoption of digital technologies in the library | 4.33 | 4.66 | 4.66 | 0.61 | 0.48 | 0.48 | ||
| Application of digital technologies in the library | Artificial intelligence technology | 4.66 | 4.86 | 4.86 | 0.48 | 0.35 | 0.35 | |
| Big data technology | 4.53 | 4.53 | 4.66 | 0.63 | 0.51 | 0.48 | ||
| Cloud computing technology | 4.26 | 4.46 | 4.46 | 0.70 | 0.51 | 0.51 | ||
| Constructive space technology | 3.40 | – | – | 0.50 | – | – | ||
| Blockchain technology | 4.20 | 4.20 | 4.20 | 0.77 | 0.41 | 0.41 | ||
| Augmented reality technology | 4.46 | 4.40 | 4.40 | 0.77 | 0.50 | 0.50 | ||
| Robotic technology | 3.93 | 4.00 | 3.93 | 0.88 | 0.37 | 0.45 | ||
| Internet of Things technology | 4.53 | 4.66 | 4.66 | 0.63 | 0.48 | 0.48 | ||
| Expert system technology | 4.66 | 4.40 | 4.40 | 0.48 | 0.50 | 0.50 | ||
| Smartphone technology | 4.20 | – | – | 1.32 | – | – | ||
| machine learning Technology | 4.33 | 4.66 | 4.66 | 0.61 | 0.48 | 0.48 | ||
| Technology of book reader applications | 4.60 | 4.60 | 4.60 | 0.63 | 0.50 | 0.50 | ||
| Virtual reality technology | 4.26 | 4.26 | 4.20 | 0.79 | 0.45 | 0.41 | ||
| Radio frequency identification technology (RFID) | 4.13 | – | – | 1.30 | – | – | ||
| Digital twin technology | 3.73 | – | – | 1.03 | – | – | ||
| Web technologies 2 | – | 4.38 | 4.50 | – | 0.76 | 0.51 | ||
| Business Process Management System (BPMS) technology | – | 3.84 | 3.85 | – | 1.14 | 1.09 | ||
| Enterprise Service Bus (ESB) technology | – | 3.53 | 3.64 | – | 1.05 | 1.08 | ||
| Support and cooperation of upstream institutions and university | To provide manpower | Revision of the information science curriculum to acquire the digital competencies of the librarian | 4.46 | 4.73 | 4.80 | 0.83 | 0.45 | 0.41 |
| Reviewing the job description and roles of library managers | 4.33 | 4.53 | 4.60 | 0.72 | 0.51 | 0.50 | ||
| Revise librarian job description, duties and roles | 4.33 | 4.60 | 4.60 | 0.72 | 0.50 | 0.50 | ||
| Recruitment of librarians with digital technical knowledge | 4.60 | 4.46 | 4.53 | 0.63 | 0.51 | 0.51 | ||
| A suitable policy for human resource development | 4.46 | 4.46 | 4.46 | 0.63 | 0.51 | 0.51 | ||
| Cooperation to fund the training of library staff | 4.53 | 4.46 | 4.53 | 0.51 | 0.51 | 0.51 | ||
| To provide resources, services and technological equipment | Cooperation in providing financial resources for the purchase or updating of digital technology equipment | 4.73 | 4.80 | 4.80 | 0.45 | 0.41 | 0.41 | |
| Cooperation in providing financial resources for providing information resources and providing new services in the library | 4.73 | 4.80 | 4.80 | 0.45 | 0.41 | 0.41 | ||
| Cooperation in formulating a suitable policy for the use of digital technologies | 4.40 | 4.60 | 4.66 | 0.63 | 0.50 | 0.48 | ||
| For macro policies | Identifying the strengths and weaknesses of the library’s digital activities as well as targeted planning for it | 4.46 | 4.53 | 4.53 | 0.74 | 0.51 | 0.51 | |
| Revision of the building and physical space of the library based on the requirements of today’s era | 4.33 | 4.26 | 4.26 | 0.89 | 0.45 | 0.45 | ||
| Collaborate in developing and updating digital library standards, rules and regulations | 4.60 | 4.66 | 4.66 | 0.50 | 0.48 | 0.48 | ||
| Work process and digital strategy development | Digitization of processes | Automation of library activities | 4.66 | 4.80 | 4.80 | 0.48 | 0.41 | 0.41 |
| Digitization of library services | 4.86 | 4.93 | 4.93 | 0.35 | 0.25 | 0.25 | ||
| Revision of library business processes | 4.73 | 4.80 | 4.80 | 0.45 | 0.41 | 0.41 | ||
| Development of the library’s digital strategy | Development of digital strategies in library functions | 4.53 | 4.66 | 4.66 | 0.51 | 0.48 | 0.48 | |
| Changing the library business model | 4.46 | 4.66 | 4.66 | 0.51 | 0.48 | 0.48 | ||
| Improving and revising the operational model of the library | 4.53 | 4.66 | 4.60 | 0.51 | 0.48 | 0.50 | ||
| Revision and improvement of library services and facilities | 4.53 | 4.73 | 4.80 | 0.51 | 0.45 | 0.41 | ||
| Revision of the organizational structure of the library | 4.20 | 4.40 | 4.33 | 0.67 | 0.50 | 0.48 | ||
| Revising outdated procedures in accessing digital technologies in the library | 4.40 | 4.60 | 4.66 | 0.63 | 0.50 | 0.48 | ||
| Revision of the library value chain | 4.20 | 4.40 | 4.40 | 0.67 | 0.50 | 0.50 | ||
Source: Created by authors
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