Klaudia Ciesielska, Brandsit: During the pandemic period, there was a noticeable increase in interest in digitalisation among companies and organisations, including universities. Has the pace of digitisation at universities slowed down once the pandemic situation has stabilised?
Michal Ledzion, Iron Mountain: Yes, you can see some slowdown in the pace of digitisation, especially in the context of universities. As you rightly point out, the pandemic significantly accelerated the digitisation process in response to the unique challenges of the time. However, this is not only a response to the pandemic, but also the result of legal obligations, such as the archiving of documents in electronic or paper form, as well as the implementation of accessibility standards, such as WCAG, in educational systems.
Let me briefly explain that the WCAG standard is a set of government guidelines that specify how to design websites and applications so that they are also accessible to people with different types of disabilities, be they sensory, motor or intellectual.
It is also worth mentioning government initiatives such as electronic records management in the Republic of Poland. This is a programme that not only recommends, but in some cases even mandates, public institutions to implement electronic records management systems. Higher education institutions can also benefit from this.
In conclusion, despite some slowdown, the digitalisation process is still ongoing and evolving. One could even say that the effects of the measures taken in response to the pandemic are now beginning to bear fruit.
Klaudia Ciesielska, Brandsit: So regulations have a big impact on the rate of digitisation of universities….
Michal Ledzion, Iron Mountain: Correct, regulation plays a key role in the pace of digitalisation, but it is not the only factor. Universities are driven by both external and internal factors. For example, state institutions, including public universities, are required to use certain tools and standards, which affects their digitisation processes.
However, the private sector too, including private universities, which are increasingly present in the education market, are not just limited to tools imposed by regulation. They have the opportunity to choose from a wide range of solutions available on the market that best suit their specific needs.
In short, universities, whether they are public or private, have a certain flexibility in choosing the tools and technologies they want to implement, but always in the context of the current regulations.
Klaudia Ciesielska, Brandsit: And what other differences are there between public and non-public universities when it comes to digitalisation?
Michal Ledzion, Iron Mountain: A key difference is the way records and archives are managed. Public universities, which are subject to state regulation, are required to follow certain archiving procedures. This applies to both contract management and the way in which archives are maintained, whether on paper or electronically.
Private universities, on the other hand, have more freedom to shape their own procedures. They can, for example, develop their own records management or archives systems, which allows for a more flexible and tailored approach. In practice, this means that they can develop their own internal office designs and workflow procedures, which is a more holistic approach compared to what is imposed by legal regulations.
Klaudia Ciesielska, Brandsit: Which universities are more likely to digitise – public or private?
Michal Ledzion, Iron Mountain: The answer to this question is not clear-cut and it is best to refer to research. External analysis shows that both public and private universities have similar approaches to records management. In fact, the differences are minimal.
According to a survey conducted by Wolters Kluwer last year, around half of universities still keep their documentation in paper form, in traditional binders. The other half have opted for internally built electronic repositories for document circulation. Only a small percentage of universities use solutions provided by external providers.
It can therefore be deduced that both the public and private sectors are similarly involved in the digitalisation process. At present, we are dealing with a closed ecosystem that is only just beginning to open up to the various opportunities available on the market.
Klaudia Ciesielska, Brandsit: While we’re on the subject of data, let’s talk about cyber security. Legal requirements are one side of the coin, and on the other side are the various needs of universities, such as e-learning, administrative issues and the increasing number of students each year. How are universities dealing with the issue of data cyber security?
Michal Ledzion, Iron Mountain: This is indeed an important aspect. Based on external reports, for example from Sophos, a company specialising in cyber security, universities are one of the sectors most vulnerable to cyber attacks. In a study conducted in 14 European countries, up to 80% of universities experienced ransomware attacks. What’s more, in half of the cases, universities chose to pay the ransom.
We also conducted our own survey among the universities we work with. It shows that most of them have implemented procedures for managing identified risks, reporting risks by cell managers and maintaining a risk register. Nevertheless, cyber security remains a challenge.
As an example, I can cite the case study of the Academy of Military Arts in Poland, which fell victim to a hacking attack. The attack paralysed the work of the academy and disabled all official computers, which took place just before an important summit in Vilnius.
From the point of view of students, who are the de facto customers of the university, a study by Salesforce shows that 81% of students who are positive about their university also report a positive digital experience. This shows that, on the one hand, there is easy access to online resources and, on the other hand, the risk that these databases are vulnerable to attacks.
In the context of the university’s willingness to pay a ransom for data recovery, this situation becomes even more worrying. This highlights the importance of complying with regulations and keeping data safe.
Klaudia Ciesielska, Brandsit: Beyond legal issues, legal requirements and beyond cyber security issues, what other challenges do universities face when it comes to digitalisation?
Michal Ledzion, Iron Mountain: If we talk about challenges in the context of the digitalisation of universities, three main issues emerge from our observations and various market studies.
Firstly, finance. The budget available to a university is a key factor influencing the speed and scope of the implementation of new technologies. Whether we are talking about the public or private sector, universities can benefit from various forms of financial support, such as EU grants or strategic projects. For example, the operational programme Knowledge Education Development, which was implemented a dozen years ago, is now starting to bear fruit in the form of available funding for innovation.
Secondly, the mentality and habits of employees. A survey conducted by Wolters Kluwer showed that as many as 34% of respondents consider changing mentality and habits as one of the biggest challenges. This places an additional burden on employees, especially when adapting to new technologies.
Thirdly, maintenance of the IT infrastructure. The introduction of new technologies involves the need to maintain them, whether on the university’s own servers or with an external provider. This generates ongoing operational costs and requires close collaboration with technology providers.
In summary, the main challenges are financial, changing the mentality of employees and the maintenance and management of the IT infrastructure. These are three aspects that universities need to pay particular attention to in the digitalisation process.
Klaudia Ciesielska, Brandsit: Now that we’ve talked about the potential challenges and difficulties of digitalisation, why don’t we turn to the benefits that universities can reap from it.
Michal Ledzion, Iron Mountain: Of course, the benefits are numerous and significant. Based on our observations and analysis, we note that many universities, including prestigious institutions in Poland, are using advanced records management systems, known as EOD. These systems are particularly useful for managing legal and administrative records.
Above all, such systems enable the centralisation of activities and the effective management of the entire contract lifecycle, from negotiation to acceptance to archiving. This allows multiple users to work on the same document without disrupting the work of others, significantly speeding up decision-making processes.
Another benefit is regulatory compliance, or so-called ‘compliance’. These systems are already equipped with security mechanisms, such as data encryption, which is in line with cyber security and data protection requirements. So there is no need to create a security strategy from scratch, as these systems already have the right protocols in place.
All of this not only facilitates the work of university staff, but also influences the efficiency and responsiveness of interactions with external entities, such as suppliers or students, who are the main beneficiaries of these processes.
In short, the benefits of digitisation in the context of records management are multidimensional and have a direct impact on efficiency, regulatory compliance and the quality of collaboration with different stakeholders.
Klaudia Ciesielska, Brandsit: What recommendations are there for universities that are planning to move to an electronic workflow, and how can a partner such as Iron Mountain support the process?
Michał Ledzion, Iron Mountain: The transition to an electronic document workflow is a strategic decision that requires careful preparation at many levels of the organisation. The first step is usually to change the mentality of employees and prepare the organisational structure for the new processes.
Companies and universities that decide to take this step are usually already aware of the benefits and challenges of such a transformation. The implementation of a document management system must be tailored to the specifics of the organisation in question, as well as to its needs and requirements. For example, we offer tailor-made software that facilitates document management and allows employees to focus on their core tasks instead of additional paper-based responsibilities.
One specific example is the possibility of switching to electronic personnel records, which is in line with a Ministry of Science and Education regulation from 2019. Previously, HR records had to be kept for 50 years in paper form, but now they can be kept for 10 years in digital form. This not only makes management easier, but also allows for better use of human resources in the organisation.
It is also worth mentioning that subsidies from the European Union are available for such projects, which further facilitates digitisation projects.
In summary, the key aspects are mental and organisational preparation, the adaptation of the software to the needs of the university and the use of available financial resources such as EU subsidies. All of this is aimed not only at facilitating records management, but also at bringing out the full potential of staff and the organisation as a whole.
Klaudia Ciesielska, Brandsit: How does digitisation support sustainability in the context of higher education?
Michal Ledzion, Iron Mountain: Digitisation in higher education has a significant impact on sustainability, both from an environmental and social perspective. On an environmental level, the reduction of paper use and the use of renewable energy by technology providers contribute to reducing the carbon footprint. This is in line with ESG goals, which are increasingly important to investors and stakeholders.
The social aspects cannot be forgotten either. For example, Iron Mountain, being a US company, follows standards that promote diversity and inclusivity in the workplace. This not only affects the psychological wellbeing of employees, but also the efficiency and innovation of the organisation.
It is also worth noting that ESG reports are increasingly subject to external audits. Investors therefore use the analyses of several reputable advisors to ascertain the reliability of the data. If the reports are consistent, the company gains in the market as a trusted partner, which is crucial for long-term sustainable growth.
In short, digitisation in higher education supports sustainability by reducing negative environmental impacts and promoting social responsibility. Technology providers that are aligned with ESG goals can be valuable partners for universities that are also pursuing these goals.
Klaudia Ciesielska, Brandsit: Let’s elaborate on the social aspects – how can digitalisation affect equal opportunities in the context of universities?
Michal Ledzion, Iron Mountain: Digitisation has the potential to have a significant impact on equality of opportunity in higher education, especially in terms of accessibility for people with disabilities. Guidelines such as WCAG (Web Content Accessibility Guidelines) serve as a framework for universities to implement technologies that are more accessible and usable for all.
For example, modern university websites can offer features such as a speech synthesiser that converts text to speech, or options to enlarge text for people with poor eyesight. These are just examples, but they show how technology can be used to make education more accessible.
Such facilities not only help people with disabilities to function on a daily basis, but also have a positive impact on their psychological well-being. They feel more comfortable and accepted in the academic environment, which in turn influences their perceptions and relationships with the university and with government institutions.
In our observation, the trend towards greater accessibility and equality of opportunity is very positive. We support and encourage the implementation of as many such solutions as possible to make higher education accessible to all.
Klaudia Ciesielska, Brandsit: How else does Iron Mountain support universities in the digitalisation process?
Michal Ledzion, Iron Mountain: First and foremost, we encourage universities to communicate openly and analyse their current processes. We understand that change, especially change as significant as digitisation, can cause concern and require adjustment. However, our experience shows that the benefits of going digital are significant and have a positive impact on staff satisfaction and the quality of their work.
We believe that open communication between universities and technology providers like us is key. This allows us to work together to identify areas that need improvement and apply the most effective solutions. Our aim is not only to introduce new technologies, but also to understand the specific characteristics and needs of each university so that implementations are as effective as possible.
So, our role does not end with the provision of technology; we are a partner that actively participates in the transformation process, helping universities achieve the highest levels of efficiency and satisfaction.
Klaudia Ciesielska, Brandsit: What are your predictions for the role of digitisation in education in the coming years?
Michal Ledzion, Iron Mountain: We are seeing universities becoming more and more involved in the digitisation process. Already, many of them have decided to move their records management into the digital sphere, which is the first step in a long-term transformation. In particular, legal documentation is already largely digital, and more departments are in the process of implementing similar solutions.
We also note that universities are increasingly open to consultation and collaboration to improve their processes. This demonstrates a positive dynamic and a willingness to move forward. It is also worth noting that the COVID-19 pandemic was a catalyst of sorts. While the initial focus was on urgent solutions, now that the situation is more stable, we are seeing significant progress and a willingness for long-term collaboration.
In my opinion, the future is very promising. Universities that invest in technology and digitisation will be better prepared for various eventualities, including working in the hybrid model that has become a new reality for us and are also better prepared for crisis management. I therefore believe that digitisation will continue its growing role in education, benefiting both university staff and the education system as a whole.
Klaudia Ciesielska, Brandsit: Thank you for the interview.
