ackground and aim – Driven by new technologies and societal challenges, futureproof facility managers must enable sustainable housing by combining bricks and bytes into future-proof business support and workplace concepts. The Hague University of Applied Sciences (THUAS) acknowledges the urgency of educating students about this new reality. As part of a large-scale two-year study into sustainable business operations, a living lab has been created as a creative space on the campus of THUAS where (novel) business activities and future-proof workplace concepts are tested. The aim is to gain a better understanding amongst students, lecturers, and the university housing department of bricks, bytes, behavior, and business support. Results – Based on different focal points the outcomes of this research present guidelines for facility managers how data-driven facility management creates value and a better understanding of sustainable business operations. In addition, this practice based research presents how higher education in terms of taking the next step in creating digitized skilled facility professionals can add value to their curriculum. Practical or social implications – The facility management profession has an important role to play in the mitigation of sustainable and digitized business operations. However, implementing high-end technology within the workplace can help to create a sustainable work environment and better use of the workplace. These developments will result in a better understanding of sustainable business operations and future-proof capabilities. A living lab is the opportunity to teach students to work with big data and provides a playground for them to test their circular workplace, business support designs, and smart building technologies.
Purpose – Driven by the rapidly accelerating pace of technology-enabled developments within human resource management (HRM), human resource (HR) analytics is infiltrating the research and business agenda. As one of the first in its field, the purpose of this paper is to explore what the future of HR analytics might look like. Design/methodology/approach – Using a sample of 20 practitioners of HR analytics, based in 11 large Dutch organizations, the authors investigated what the application, value, structure, and system support of HR analytics might look like in 2025. Findings – The findings suggest that, by 2025, HR analytics will have become an established discipline, will have a proven impact on business outcomes, and will have a strong influence in operational and strategic decision making. Furthermore, the development of HR analytics will be characterized by integration, with data and IT infrastructure integrated across disciplines and even across organizational boundaries. Moreover, the HR analytics function may very well be subsumed in a central analytics function – transcending individual disciplines such as marketing, finance, and HRM. Practical implications – The results of the research imply that HR analytics, as a separate function, department, or team, may very well cease to exist, even before it reaches maturity. Originality/value – Empirical research on HR analytics is scarce, and studies on scenarios, values, and structures of expected developments in HR analytics are non-existent. This research intends to contribute to a better understanding of the development of HR analytics, to facilitate business and HR leaders in taking informed decisions on investing in the further development of the HR analytics discipline. Such investments may lead to an enhanced HR analytics capability within organizations, and cultivate the fact-based and data-driven culture that many organizations and leaders try to pursue.
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Although learning analytics benefit learning, its uptake by higher educational institutions remains low. Adopting learning analytics is a complex undertaking, and higher educational institutions lack insight into how to build organizational capabilities to successfully adopt learning analytics at scale. This paper describes the ex-post evaluation of a capability model for learning analytics via a mixed-method approach. The model intends to help practitioners such as program managers, policymakers, and senior management by providing them a comprehensive overview of necessary capabilities and their operationalization. Qualitative data were collected during pluralistic walk-throughs with 26 participants at five educational institutions and a group discussion with seven learning analytics experts. Quantitative data about the model’s perceived usefulness and ease-of-use was collected via a survey (n = 23). The study’s outcomes show that the model helps practitioners to plan learning analytics adoption at their higher educational institutions. The study also shows the applicability of pluralistic walk-throughs as a method for ex-post evaluation of Design Science Research artefacts.
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