{"p"=>"Digital transformation in higher education can be understood as a process of institutional entrepreneurship in which universities mobilize leadership, governance structures and organizational capabilities to reconfigure routines and embed data‑intensive technologies into their core missions. Building on this perspective, the study examines how Spanish universities advance digital maturity through a mixed‑methods design that integrates institutional‑level fsQCA with individual‑level SEM. The empirical setting comprises 52 universities and 200 respondents representing faculty, administrators, policymakers and students. At the institutional level, the fsQCA identifies several equifinal configurations that lead to high digital maturity, all of them anchored in the joint presence of faculty digital competence and robust technological infrastructure. At the individual level, the SEM quantifies the structural relationships among five capability domains—strategy, competence, stakeholder involvement, infrastructure and pedagogical innovation—showing that competence and infrastructure exert the strongest net effects, while the remaining domains operate as complementary enablers. Taken together, these findings frame digital maturity as a strategic capability that emerges from the assembly of technological, human and governance resources rather than from linear policy implementation. The study offers a theoretically grounded account of how institutional entrepreneurship shapes digital transformation in universities and provides actionable guidance for strengthening faculty development, infrastructure resilience and participatory governance."}