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Top1. Introduction
Higher university education in Peru is going through serious academic problems, the divorce between the business sector and the academy is evident, many universities are not aligned with the demands and needs of society (Lavalle & De Nicolas, 2017), from experience we know that the university autonomy that allows to generate educational programs and policies to meet the needs of the market, could also be closely related to bureaucratic problems and cultural barriers, including having priorities in the interests of those who run universities in both public and private, the little supervision and state responsibility in these issues is evident (Chiyon & Yague, 2015), This has caused different problems that are visible in the poor quality of education in most cases. As a consequence, Peruvian universities have declined in the world rankings of universities, which establish indicators of performance, quality, prestige with scientific research results, which then prevent the obtaining of funds and investments in research projects, in addition to the decline of institutional prestige (Orozco et al., 2015). The indicators show that most universities do not conduct research and scientific publications relevant to their international peers.
Studies on this subject agree that one of the most important problems in Peruvian universities is the management model applied to them. (Fernández Jeri, 2015), as it directly affects the achievement of institutional objectives and educational quality. The management model defines the mechanisms and regulations to be used in the different administrative processes, these processes include activities that are part of the core business of the institution, which is formally defined, in addition to specific functions and roles for their execution. (Llamosa-Villalba & Méndez Aceros, 2010). In this context, the use of technology is vital to maintain competitiveness, especially in public universities, especially taking into account that technologies evolve at a faster pace than organizations and they must adapt to changes. (Cascio & Montealegre, 2016). Therefore, by maintaining traditional, bureaucratic models based on colonial customs, we can coincide with a scenario of gaps that ends in a crisis of digital competencies in the various operational areas of the institutions. (Bond et al., 2018; Fleacă, 2017; Internetsociety.org, 2017). In Peru, public organizations are the ones that have more problems in evolving and transforming themselves, because the processes and work methods are established in a very ingrained way, it is very difficult to change the way and perspective of work, bureaucracy, excessive control and distrust that together prevent the proper development of the organization can be known as cultural barriers (Vargas Rincón & Rodríguez Bernal, 2011) and bureaucratic barriers. An example of this is that operational decisions must go through multiple filters and agreements between the parties involved, this bureaucracy generates slowness and detracts from the added value of the process. Additionally, the university educational model does not consider modern technological processes (Coccoli et al., 2014), policies, processes and administrative management have not been designed to support technological processes (Selwyn, 2007). The consequences are deficiencies for the adoption of technology, redesign of processes according to the user, impossibility to adjust to multiple standards and in many cases to multiple interpretations, too much staff turnover for political purposes, generating multiple complaints from end users.