DIVE Seminar – Change Management and AI Adoption in igher Education

13-16 April 2026

Ho Chi Minh, Vietnam

LOCATION

Ho Chi Minh City Open University

97 Vo Van Tan Street, Ward 6, District 3, Ho Chi Minh City

OBJECTIVES

• To understand the dynamics of organizational change in higher education institutions undergoing digital transformation
• To analyze institutional barriers and enablers of digital and AI adoption in a politically sensitive context
• To develop structured and realistic transformation strategies combining change management and AI integration
• To design a practical institutional dashboard to monitor the progress of digital transformation
• To enable participants to move from awareness of AI tools to actionable institutional adoption plans

EXPECTED LEARNING OUTCOMES

By the end of the seminar, participants will be able to:

• Apply recognized change management frameworks to digital transformation in universities
• Diagnose institutional readiness and resistance factors
• Identify and engage key stakeholders in a hierarchical governance context
• Design a structured transformation plan aligned with institutional constraints
• Use AI tools (Gemini, NotebookLM) to support academic and managerial tasks
• Develop a 90-day AI adoption plan adapted to their institution
• Build a set of key performance indicators to monitor change and adoption

METODOLOGY

The seminar is structured over 4 days and combines:

• Conceptual inputs grounded in research
• Demonstrations of AI tools in real use cases
• Group-based institutional workshops
• Progressive construction of a transformation dashboard

Participants will work in small groups to develop outputs directly applicable to their institutions.

FINAL DELIVERABLES

By the end of the seminar, each group produces:

• A structured institutional diagnosis
• A stakeholder mapping

• A transformation roadmap
• A set of AI use cases
• A 90-day AI adoption plan
• A Change Dashboard with key indicators

ACADEMIC TEAM

Dr. Johan Parisse 

Professor of Human Resource Management at the Solvay Brussels School Faculty of the ULB and independent consultant specializing in change management and project management. He supports public and private organizations in leading complex transformations, with a particular focus on digitalization and organizational adaptation. He brings extensive experience in executive training, notably in institutional and international contexts.

Diederick Legrain

AI consultant and professor specializing in the integration of artificial intelligence into organizations and education. He supports public and private institutions in navigating complex transformations, with a strong focus on practical adoption, workflow automation, and human–AI collaboration. He also delivers executive trainings and conferences, helping leaders anticipate and adapt to the strategic impact of AI.

PROGRAMME

DAY 1 – Monday, April 13

Morning – Understanding Change in Digital Transformation (J. Parisse)

09:00–10:30     Introduction to the seminar and strategic challenges of digital transformation in higher education

• Global and regional trends
• Specificities of the Vietnamese institutional context
• Tensions between policy-driven change and operational realities 10:30–10:45 Coffee break

10:45–12:15     Foundations of Change Management

• Lewin model: Unfreeze – Change – Refreeze
• Kotter’s 8-step model
• Institutional vs cultural change
• Case introduction: Saigon Tech University

12:15–13:45      Lunch

Afternoon – AI Adoption: Frameworks and Institutional Diagnosis (D. Legrain)

13:45–15:00     Conceptual input: Rogers’ Diffusion of Innovations applied to GenAI — perceived complexity as the dominant barrier (Springer, 2025)

• Five profiles of non-adopters: from “not ready” to identity tension (Springer, 2025)

• AI capabilities demonstration and individual maturity self-assessment: 5-dimension institutional framework (Frontiers, 2025)

15:00–15:15     Coffee break

15:15–16:00      Group workshop: institutional AI diagnostic and collective mapping

DAY 2 – Tuesday, April 14

Morning – Diagnosing Change and Stakeholder Dynamics (J. Parisse)

09:00–10:30     Organizational Diagnosis in Digital Transformation

• PESTEL adapted to higher education
• Institutional constraints (governance, infrastructure, policy)
• Identification of structural vs behavioral barriers 10:30–10:45 Coffee break

10:45–12:15     Stakeholder Analysis and Resistance to Change

• Stakeholder mapping (power/interest matrix)
• Professional resistance in academia
• Cultural dimensions of change
• Change curve and resistance mechanisms

 12:15–13:45      Lunch 

13:45–15:00     Conceptual input: three types of AI anxiety — learning, sociotechnical, displacement — and tailored responses (Scientific Reports, 2026)

• NotebookLM demonstration: knowledge management and document synthesis
• Gemini Deep Research: from query to structured briefing 15:00–15:15 Coffee break

15:15–16:00     Group workshop: execution of a real task using AI tools

• preparation of a briefing or synthesis of institutional documents
• decision support note for a faculty committee
• debrief: which anxiety type did you encounter?

DAY 3 – Wednesday, April 15

Morning – Designing and Leading Transformation (J. Parisse)

09:00–10:30     From Diagnosis to Action

• Structuring a transformation roadmap
• Governance of change
• Role of leadership and middle management
• Managing politically sensitive change 10:30–10:45 Coffee break

10:45–12:15     Transformation Strategy Workshop

• Definition of priorities

• Identification of quick wins
• Risk analysis
• Alignment with institutional constraints

12:15–13:45      Lunch

Afternoon – From Users to Creators: Vibe Coding and Digital Agency (D. Legrain)

13:45–15:00     Conceptual input: three-layer model for Vietnamese HE digital transformation — from Activation to Institutionalisation (SAGE, 2026)

• Live demonstration of “vibe coding”: building institutional tools without programming on Google AI Studio

15:00–15:15     Coffee break 

15:15–16:00     Group workshop: creation of an AI-based tool

• AI literacy quiz or readiness diagnostic for your department
• decision support tool for a real institutional challenge
• onboarding or FAQ tool for faculty and staff

DAY 4 – Thursday, April 16

Morning – Monitoring Change and Building a Dashboard (J. Parisse)

09:00–10:30     Measuring Change and Performance

• Principles of effective indicators
• Leading vs lagging indicators
• Common pitfalls in public sector measurement 10:30–10:45 Coffee break

10:45–12:15     Workshop: Building an Institutional Change Dashboard

• Definition of key indicators
• Data sources and governance
• Assignment of responsibilities
• Preparation of final outputs

12:15–13:45      Lunch

Afternoon – AI Adoption Plan (90 Days): From Evidence to Action (D. Legrain)

13:45–15:00     Conceptual input: main barriers in Vietnamese HE — habits, data reliability, organisational resistance (Taylor & Francis, 2026)

• Three-phase adoption plan: Activate (D1–30), Implement (D31–60), Institutionalise (D61–90)
• Identification of priority use cases, champions, and KPIs aligned with the Change Dashboard

15:00–15:15     Coffee break

15:15–16:00     Final presentations and wrap-up. Next steps of the programme and forthcoming objectives within the DIVE project, presented by Jean-Baptiste Maillard.

T4.4 – Study tour in Belgium

9-13 March 2026

Brussels, Belgium

LOCATION

EFMD

Rue Gachard 88

1050 Brussels, Belgium

Solvay Brussels School of Economics and Management

Avenue Franklin Roosevelt 42

1050 Brussels, Belgium

Contact

Jean-Baptiste MAILLARD

+33 6 72 47 37 52

Jean-baptiste.maillard@efmdglobal.org

Léonie KAHLE

+32470524203

Leonie.Kahle@ulb.be

PROGRAMME

• Structure of a study trip day
  • From 10:00 to 14:00
  • One location only if possible
• EU institutions
  • EU Commission
    • To be explored by Léonie
  • EACEA
    • See if CFVG wants to contact / invite the project officer
  • Other Belgian HEIs
    • HENALLUX on DE pedagogy
      • To be explored by Jean-Baptiste
    • KU Leuven / UCLouvain
      • To be explored by Jean-Baptiste
    • ULB structures
      • Online library with Magda on numerical spaces
      • R42 with Claudia Thomas on AI lab
    • Students
      • ESN / Student Union
        • To be explored by Jean-Baptiste
      • ULB Inforjeunes / Inforemploi
        • To be explored by Léonie
      • HE stakeholders

CULTURAL EVENTS

• Ideas to be explored:
  • AB InBev (Leuven)
  • Belgian chocolate village (Koekelberg)
  • Parlementarium (Luxembourg square)
  • Surrealism (Royal square)

TENTATIVE PROGRAMME

Monday 9/03 at ULB Solvay => Léonie

• Welcome session
• Inforjeunes/ Infor emploi
• Lab comportemental
• Intervenant extérieur

Tuesday 10/03

• Visit European Commission :
  • Speaker DIG COMP TBD => Léonie
• Visit Parliament / EACEA
• Welcome dinner La Mirabelle or Auberge de Boondael

Wednesday 11/03 in Leuven

• Cultural Visit

Thursday 12/03 at ULB la Plaine - Learning and Innovation Center - “Numerical spaces”

• 10:30 : Visit guidée du bâtiment avec un project manager (VUB) 30 magda
• 11-12 : QA session  1H (boarding room) Magda

Lunch sodexo (logistique Léonie)

• 12:45 : AI strategy faculty/uni & Prompt engineering (salle apprentissage actif)
  • Speaker : Magdalena

Other speaker :

Friday 13/03 => JBM

• Visite EFMD
  • Inviter HENALLUX / HEC Liège
• Cultural Visit : Belgian Chocolate Village or Magritte Museum

WP4 Digital Education in Practice

T4.3 – Training on Students’ Employability

Module 1: Understanding how students' professional skills and capabilities are developed in DE (UA)

1. Video 1: Distance education and employability:

• Context
• Importance of the career services at the Universities
• Implication for professional skills development

1. Video 2: Experiential Learning and integrating the skills:

-   Internships, Work Placements and volunteering

-  Seminars and workshops 

-  Use of digital technologies to enhance the capabilities.

1. Video 3: Continuous improvement:

• Feedback from students and employers
• Continuous improvement and adaptability to all grades/ courses. Activities transversality
• Good practices

Module 2: Understanding how to consolidate employability of DE graduates (UA)

1. Video 1: Strategic partnerships and career support:

• Concept of employability.
• Relationships with other institutions and companies.
• Challenges for alumni in the job market.

1. Video 2: Market analysis and data:

• Occupational observatory. Statistics.
• Market research. Analysis of changes and needs.

3. Video 3: Digitalisation to Support Employability: E-Portfolios

• Portfolios & Employability
• E-portfolios vs traditional CVs
• Types of E-porfolios & resources

Module 3: Understanding Understanding the EU digital competence framework (DigiComp) (ULB)

• Videos to be proposed by ULB

Opening Webinar: Friday, April 11th (2 hours) 10h-12h

Agenda:

•       Introduction 5 minutes
•       Workpackage and overview of the Module (T4.1) (20 minutes) Daniela/Catherine + Magda
•       Icebreaker Activity (Wooclap) (10 minutes) Magda
•       Pedagogical Innovation and the Future of Education (30 minutes) Magda
•       Methodology of the course and assignments (20 minutes) [*examples of assignments are listed below the plan] Mario + Magda
•       Comments and closing Remarks - (10 minutes)

1. Generative Artificial Intelligence: 

1.1. Generative Artificial Intelligence - Introduction

1.2. Generative Artificial Intelligence in Teaching Practice

2. Innovative Practices in Higher Education

2.1. Innovative Learning Spaces in Higher Education

2.2. Survey on Innovative Teaching Practices – SBS-EM Case Study

3. E-learning principles

3.1. E-learning principles (part 1)

3.2. E-learning principles (part 2)

4. Content creation

4.1. Creating digital content: slides.

4.2. Easy guide to creating voice-over presentations.

4.3. Advantages of creating slides with Markdown and remark. 

Closing Webinar: Friday, April 29th (2 hours) 10h-12h

•       Recap of the Module (15 minutes): Review of the key points from the videos and exercises
•       Participant Presentations (110 minutes)
•       Chances & Challenges in the Age of Digital Education (20 minutes)
•       Take-home message and Closing Remarks (15 minutes)

• ILOs:
• Mastering techniques and tools for change management and be ready to apply them. 
• Link: https://classroom.google.com/c/NzAxMjQ1MTA1OTEx?cjc=zbrcj2u 

4.2 Students Life and Support Services

Objectives
● To explore the essential components of effective student support services in digital and distance education (DE).
● To identify and understand the challenges and specific needs of DE students, with a focus on engagement, well-being, and retention.
● To examine best practices and institutional strategies for improving student support, especially in the first year of university.
● To introduce and apply the Community of Inquiry (CoI) framework for pedagogical support and “Seven Principles for Good Practice in Undergraduate Education” in adult online learning.
● To foster collaboration between institutions through teamwork, presentations, and the co-design of institutional action plans.
● To guide participants in the development of a Service Charter to structure
and communicate their student support commitments.

Expected Learning Outcomes
By the end of this seminar, participants will be able to:
● Describe the key pillars of student support in distance and digital education, based on the models of UNED and the University of Alicante.
● Identify common student profiles, challenges, and needs in online learning environments.
● Evaluate institutional strategies for promoting student engagement, retention, and well-being in DE contexts.
● Collaboratively design a student support program for first-year DE students adapted to their institutional context.
● Apply the Community of Inquiry framework to design pedagogical support emphasizing teaching, social, and cognitive presence.
● Analyze and discuss examples of good practices in digital student support services across institutions.
● Develop a draft institutional Service Charter for student support, articulating a commitment to accessible, inclusive, and quality services.

Methodology
The training seminar will last a total of 20 hours. Participants will work individually and
collectively as follows:

The seminar aims to be practical and will focus on two main issues. Institutional student support services and the pedagogical support to be provided by teachers in the context of digital education.

Concerning institutional services, the services of an on-site university (U. of Alicante) and those of a distance university (UNED) will be presented. As a practical activity, it will be proposed to each university to develop a Student Services Charter.

Moreover, we have prepared a Practical Workshop on Pedagogical Support for Students, Delivered in a Blended Format. This workshop adopts a blended methodology, combining an online preparatory phase with in-person sessions.

Before the face-to-face sessions
● Teamwork for the preparation of an institutional presentation of no more than five minutes per institution, covering the primary services/units currently available to students
● As part of the online preparatory phase of the Workshop on Pedagogical support, participants are expected to view three short instructional videos. This activity is intended to lay the groundwork for the practical work that will take place during the in-person sessions, following a flipped teaching methodology. Detailed instructions for the online phase are sent and available at the Google Drive folder.

On-site sessions
The face-to-face sessions will combine presentations by speakers with participant interaction and group activities.

T3.3 – Onsite Training: Digital Education and Quality 

Objectives

• Introduce the quality assurance (QA) concept in higher education, with special emphasis on digital education contexts.
• Familiarize participants with European and international frameworks to understand external QA and accreditation processes.
• Present institutional examples of QA practices in on-site and distance universities to provide comparative perspectives.
• Raise awareness of the need for quality benchmarks and indicators specific to digital education across its dimensions.
• Encourage active engagement through teamwork, where participants begin to reflect on, discuss, and propose relevant benchmarks for their institutional contexts.

Learning outcomes

• By the end of this seminar, participants will be able to:
• Describe the key quality assurance principles in higher education, including their relevance to digital education.
• Understand and compare different QA systems in European and Vietnamese higher education contexts.
• Identify core benchmarks and indicators for assessing quality in digital education, especially in Strategic management, curriculum design, course design and delivery, and staff and student support.
• Reflect on the current QA practices within their institutions and identify opportunities for
• Engage in structured group discussions to collaboratively explore how quality assurance frameworks can be adapted for digital education settings.
• Outline initial steps or considerations for developing or enhancing QA processes for digital education within their institutions.

Learning activity

Each Vietnamese institution elaborated on a presentation of the current state of quality assurance in their universities, which was presented at the seminar.

T3.2 – Online Training: Digital Education and Inclusion

Objectives

• Explore the role of digital learning in enhancing inclusion in higher education by promoting accessibility, flexibility, and personalization.

• Introduce participants to inclusive digital education practices that respond to diverse student needs, contexts, and learning preferences.

• Foster an understanding of how digital education can reduce barriers to participation and success for underrepresented or disadvantaged learners.

• Identify common challenges and obstacles institutions face when implementing digital learning initiatives, especially those related to equity and access.

• Encourage reflection and dialogue on institutional practices and opportunities for fostering more inclusive and effective digital education strategies.

• Promote collaborative exchange among institutions to share insights and approaches to inclusive digital transformation.

Learning Outcomes

• Understand the potential of digital learning to enhance inclusion in higher education, considering online, blended and online modalities.

• Identify key strategies for making digital learning accessible and inclusive.

• Analyse obstacles and difficulties in making digital learning inclusive.

• Develop practical solutions to overcome challenges in inclusive digital education.

The seminar was structured in two modules consisting of videos and complementary materials.

Learning activity:

Elaboration of a collaborative institutional SWOT analysis

T3.1 – On-site Training: Digital Education as part of the Higher Education portfolio

Objectives
• Raise awareness of the strategic importance of digital education in higher education institutions.
• Introduce key concepts in digital teaching, curriculum design, and student support.
• Familiarize participants with institutional approaches to digital education strategies.
• Provide a basic orientation to relevant educational technologies and tools.
• Encourage reflection and discussion on local needs, challenges, and opportunities.
• Foster connections among participating institutions to stimulate future collaboration.

Learning Outcomes
By the end of the training, participants will be able to:
• Describe the role of digital education within higher education ecosystems.
• Identify key elements of a digital education strategy and roadmap.
• Recognize basic principles of curriculum and course design for online environments.
• Gain introductory knowledge of digital tools and platforms used in teaching and learning.
• Understand foundational aspects of supporting students and teachers in digital settings.
• Engage in peer exchange to compare institutional experiences and explore potential initiatives.

Learning activity
Development of an institutional roadmap for institutional digital transformation