Enhancing institutional processes and student experience in higher education through Journey Mapping: A systematic review

Abstract

Higher education institutions (HEIs) navigate dynamic environments shaped by technological advancements and evolving labour market demands. To maintain competitiveness and high-quality offerings, HEIs require appropriate instruments. This study examines the application of the Student Journey Mapping (JM) approach within the higher education context. Originally from the business context, JM enables identification, visualisation and improvement of all student interactions with HEIs. We conducted a systematic review in accordance with the PRISMA protocol by retrieving international peer-reviewed studies in English and German, published between 2000 and 2024, from eight databases. The review focused on three primary JM frameworks applied in higher education: Customer Journey Mapping, Service Blueprinting, and the Brand Touchpoints Wheel. Initially, 15,615 studies were identified; after rigorous screening, 21 remained. Benefits encompass service improvement, innovation and raising faculty awareness of staff and student needs. However, challenges remain, primarily gaps in implementation knowledge and issues surrounding the sustainability and implementation of results. JM is a promising tool for HEIs to maintain attractive student offerings. Our findings align with factors critical to student success and suggest that JM provides valuable insights for enhancing HEIs' competitiveness and the quality of their educational offerings. Context and implications Rationale for this study: HEIs face increasing pressure to adapt programmes and structures to changing student needs and growing competition. This study explores how JM supports such transformation. Why the new findings matter: This is the first systematic review of JM in higher education, offering a structured synthesis and transferable model across diverse institutional contexts. Implications for practitioners, policy makers and researchers: The findings support HEIs in adopting student-centred innovation tools to drive structural development and keeping up the quality of teaching and learning. The proposed three-phase model provides guidance for strategic and operational use of JM and can inform practice, policy development and further research on institutional transformation in higher education.