Managing the Digital Divide in Higher Education: A Comparative Benchmarking Study of Institutional Governance Strategies

Abstract

Digital divides in higher education continue to restrict fair access to learning resources, services, and participation, particularly for students with limited means. As digitalization progresses, these gaps are often viewed as technical problems, while the importance of governance and management in digital inclusion receives less attention. This study examined how higher education institutions address digital divide challenges through their management strategies. It compared a university in the Philippines with several leading global universities, focusing on digital inclusion as a matter of governance and management rather than just technology. The study used a qualitative comparative benchmarking approach, analyzing public documents from global universities and a university in Northern Mindanao, Philippines. Data were collected and analyzed in 2025. Four global universities were selected based on their Financial Times rankings, international accreditation, and available documents. The Philippine university was chosen for its regional context and its efforts to improve digital access and equity. The analysis drew on Institutional Theory and Equity and Access Theory. The study found four main institutional strategies: improving infrastructure for access, providing financial and resource support, building digital skills, and offering flexible or alternative access pathways. Universities in different regions used similar approaches, likely because of shared governance practices and pressures. The Philippine university used these strategies on a smaller scale, with more emphasis on adapting to local needs and limited resources. In summary, the study shows that managing the digital divide in higher education is mainly a governance and management issue. Global universities often use similar strategies, but fair outcomes depend on how these are adapted to local contexts. Comparative benchmarking can support universities in developing and middle-income countries when combined with a strong focus on equity in management.