Zoekresultaten

Designing the Learning Analytics Capability Model

Educational institutions in higher education encounter different thresholds when scaling up to institution-wide learning analytics. This doctoral research focuses on designing a model of capabilities that institutions need to develop in order to remove these barriers and thus maximise the benefits of learning analytics.

Een stappenplan voor de ontwikkeling van Data Analytic Capability.

Development of data analytic capability in organizations

To compete in a globalized world, organizations need develop their data analytic capability. Using a review of the literature and case studies, this study examines how organizations acquire and orchestrate the necessary resources to build their data analytic capability in a way that fits their organization and context. The literature review identified six categories of assets and resources needed for the development of data analytic capability, namely data, data analytics, technology, structure and processes, management, and knowledge and skills. The case study findings showed that their impact is interlinked, with the presence of technical knowledge in the organization being essential.

Supporting Learning Analytics Adoption

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.

Big Data Analytics Capability and Governmental Performance

Although governments are investing heavily in big data analytics, reports show mixed results in terms of performance. Whilst big data analytics capability provided a valuable lens in business and seems useful for the public sector, there is little knowledge of its relationship with governmental performance. This study aims to explain how big data analytics capability led to governmental performance. Using a survey research methodology, an integrated conceptual model is proposed highlighting a comprehensive set of big data analytics resources influencing governmental performance. The conceptual model was developed based on prior literature. Using a PLS-SEM approach, the results strongly support the posited hypotheses. Big data analytics capability has a strong impact on governmental efficiency, effectiveness, and fairness. The findings of this paper confirmed the imperative role of big data analytics capability in governmental performance in the public sector, which earlier studies found in the private sector. This study also validated measures of governmental performance.

A Capability Model for Learning Analytics Adoption

Despite the promises of learning analytics and the existence of several learning analytics implementation frameworks, the large-scale adoption of learning analytics within higher educational institutions remains low. Extant frameworks either focus on a specific element of learning analytics implementation, for example, policy or privacy, or lack operationalization of the organizational capabilities necessary for successful deployment. Therefore, this literature review addresses the research question “What capabilities for the successful adoption of learning analytics can be identified in existing literature on big data analytics, business analytics, and learning analytics?” Our research is grounded in resource-based view theory and we extend the scope beyond the field of learning analytics and include capability frameworks for the more mature research fields of big data analytics and business analytics. This paper’s contribution is twofold: 1) it provides a literature review on known capabilities for big data analytics, business analytics, and learning analytics and 2) it introduces a capability model to support the implementation and uptake of learning analytics. During our study, we identified and analyzed 15 key studies. By synthesizing the results, we found 34 organizational capabilities important to the adoption of analytical activities within an institution and provide 461 ways to operationalize these capabilities. Five categories of capabilities can be distinguished – Data, Management, People, Technology, and Privacy & Ethics. Capabilities presently absent from existing learning analytics frameworks concern sourcing and integration, market, knowledge, training, automation, and connectivity. Based on the results of the review, we present the Learning Analytics Capability Model: a model that provides senior management and policymakers with concrete operationalizations to build the necessary capabilities for successful learning analytics adoption.