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Digitalization is a known phenomenon that has experienced an exponential growth in the last two decades and is being used in different industries by organizations, although not at the same level. In the context of the COVID-19 pandemic, the rate of adopting and using digitalization has exponentially increased as for the many organizations represented the only way to ensure their continuity. Taking into account this exceptional setting, the thesis focuses on the educational sector, which urgently needed to incorporate new digital solutions, given the pandemic restrictions. We propose the concept of “forced digitalization” in order to understand the experience of these organizations, and research the effects and sustainability of the changes brought by forced digitalization. In order to answer these, we chose to gather empirical qualitative data from eight universities in Denmark through in-depth interviews, each one of them with different educational profiles. The participants were people that had direct implication with adopting digitalization within their universities. The analysis of this data helped us identify and conceptualize the phenomenon of “forced digitalization”. The analysis and findings of this paper reflect that the digitalization undergone in the Danish universities was forced upon them and this can be seen from different perspectives by using the Embedded Digitalization model as an analytical framework. With the purpose to answer the research questions, this thesis proposed a revised application model that can be applied in crisis periods through which a university can better manage the forced digitalization by taking into account the institutional context.

This project examines how the interaction between school and parents are influenced by digitalisation, and to which degree the socioeconomical status of the parents is a contributing factor. Furthermore, the project looks into the parents’ experience with emergency schooling during the COVID-19 pandemic and how they have handled the emergency schooling situation. The analysis is based on seven semi-structured interviews with parents who has a child enrolled in the Danish primary school. Through theory, primarily based on Maria Ørskov Akselvolls theory about ‘cooperation and strategies of involvement’, the project explains a new type of parental involvement, in which parents are demanded to be reachable all hours during the day in activities regarding their children’s school. Hereby an examination of how increased digitalisation has changed the communicative interaction between school and parents. The analysis shows how parent’s digital prerequisites are an important factor in supporting their children during the emergency schooling. Furthermore, the project aims to outline how parents are forced by underlying norms and expectations from the school, in addition to support the children academically. This is in accordance with the choice of scientific theory “critical realism”, which tries to uncover the non-observational structures and norms of society. These expectations and norms seem to have a great impact on the parental style, which can be categorized as ‘concerted cultivation’. Finally, the project discusses how an increased amount of digitalisation is affecting the parents and children – not only in a school related context but in general as well. The conclusion of the project is held up against an international perspective with a discussion of how emergency schooling during COVID-19 will affect the future constellation of the school system.