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Lean is considered as a major management approach for improving operational productivity and organizational performance. It is a systemic philosophy that emphasizes on fulfilling customer needs, waste minimization, and a commitment to a culture of continual improvement. In recent years, many higher education institutions (HEIs) have leveraged on the use of technology to provide flexibility in learning and just-in-time training for learners in the efforts to improve both the internal processes of course delivery and enhance the provisions of education quality. In recognizing these trends in HEIs, the purpose of this paper is to identify the key factors that facilitate the conversion of printed learning resources to e-learning resources in a HEI.

This study used a qualitative exploratory case study approach and examined a unique case of a HEI that is undergoing the transformation process from printed learning resources to digital sources to simplify the processes involved in educational service delivery and operational complexity. Data sources include semi-structured interviews with key personnel directly involved in the project of converting printed learning resources to digital sources, notes taken from informal discussions, and secondary data such as minutes of meetings, learning resource archives, and relevant literature. A retrospective perspective was adopted in the case analysis since the HEI has already completed 50 percent of the conversion phase when this study was carried out.

Abductive reasoning approach and well-established lean principles were used to make sense of the digital transformation process of the HEI. Based on the retrospective case analysis, the authors found evidence that characterizes lean management principles and identifies the critical factors (CFs) that have facilitated the HEI to achieve the key milestones in the conversion journey. These include common vision, top management support and leadership, timely information sharing, and relationship management with key stakeholders in the transformation processes.

Since this research is an exploratory case study, the results obtained cannot be generalized. Future research can be conducted to provide an impact analysis of the potential risk factors of a system that employs only the use of e-study materials. In addition, future studies can also assess the quality of the learning services that is supported by the e-resources by gathering student feedback on their e-learning experience that is supported by the online digital learning resources and learning management system.

This study provides managerial insights into the levers to engender the transformation from a traditional print learning resources model to leaning with digital e-learning resources. The insights into the CFs aid education managers to introduce process innovations and encourage behavioral changes that will benefit learners, instructors, and administers.

The study is one of the first to apply lean management principles in making sense of the transformation processes involved in the use of digital innovation in higher education context. The findings provide a holistic view of the process transformations.

The purpose of this paper is to investigate the blended learning preferences under which adult students study mathematics, electronics and industry certificate examinations like project management and e‐SAP (systems, applications and products).

The study is based on four case studies in mathematics, electronics and industry certificate examinations like project management and e‐SAP. Case studies are developed based on observations and feedback from students who have undergone different types of blended learning. The four different blended learning models used are: the complete e‐learning self‐study; the instructor‐led programme blended with self‐study e‐learning; the live e‐learning centred with other media added; and the simulation and laboratory‐centred model.

It is found that unmotivated adult learners may not necessarily like e‐learning courses that are unguided. The e‐learning self‐study model suits the highly motivated students who aim for industry‐based certifications like the project management or the e‐SAP certifications. Using simulation and virtual laboratory sessions does help to reduce the cost of setting up the full‐fledged laboratory and also make it more accessible to the students. In the blended learning model, the instructor and the subject matter expert are the two most important people in programme design and delivery, not the developer or the technologist.

This paper is useful to adult educators and those dealing with an open university type of education where there are less face‐to‐face interactions.