Higher education for the 21st century continues to promote discoveries in the field through learning analytics (LA). The problem is that the rapid embrace of of LA diverts educators' attention from clearly identifying requirements and implications of using LA in higher education. LA is a promising emerging field, yet higher education stakeholders need to become further familiar with issues related to the use of LA in higher education. Few studies have synthesized previous studies to provide an overview of LA issues in higher education. To address the problem, a systemic literature review was conducted to provide an overview of methods, benefits, and challenges of using LA in higher education. The literature review revealed that LA uses various methods including visual data analysis techniques, social network analysis, semantic, and educational data mining including prediction, clustering, relationship mining, discovery with models, and separation of data for human judgment to analyze data. The benefits include targeted course offerings, curriculum development, student learning outcomes, behavior and process, personalized learning, improved instructor performance, post-educational employment opportunities, and enhanced research in the field of education. Challenges include issues related to data tracking, collection, evaluation, analysis; lack of connection to learning sciences; optimizing learning environments, and ethical and privacy issues. Such a comprehensive overview provides an integrative report for faculty, course developers, and administrators about methods, benefits, and challenges of LA so that they may apply LA more effectively to improve teaching and learning in higher education.

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The current article explores the concept of moral leadership and the potential for conflict with organizational innovation. After exploring the organizational prioritization of profitability with the exclusion of moral and ethical implications, the article asserts that moral leadership need not be the center of conflict with organizational innovation. Instead, research reveals that moral leadership can serve to enhance, inspire, and provide the foundation needed for innovation. For this reason, organizations must strive to make the identification of ethical leadership as a priority and stakeholders must remain flexible while upholding ethical standards. Through enhanced moral leadership, organizations can achieve greater levels of innovative excellence and competitive advantage in the global economy.

This historical case study of U. S. Presidents Kennedy and Nixon explored how individual moral identity can influence leadership ethics in decision making. The study examined how four key influences of education, family, peers, and religion could affect a leader's ability to make ethical or unethical decisions. Data analysis determined emergent themes from these influences to establish positive or negative moral identity development. Study results contributed to the literature by demonstrating how moral identity influences that emphasize societal welfare versus a self‐focus can affect a leader's ability to make ethical or unethical decisions.

Spirituality and religion are important considerations for the adult learner, because with adulthood comes an increased identification with spirituality. In this chapter, the authors outline key theories and concepts related to spirituality and religion in adult learning, or andragogy. Transformative learning, reflective learning, and whole-person or experiential learning are described within the context of their relatedness to spirituality/religion in andragogy. A separate section on lifelong learning, an extension of adult learning, and multiculturalism, a social realty, are explored. Moving from the theoretical to the practical application of spirituality/religion in andragogy, several examples and worldviews of spirituality/religion outside of the Western, Judeo-Christian perspective are included, as well. Practical considerations are given for learners, instructors, and researchers on secular approaches to cultivating traits and qualities that correspond to an individual's spiritual dimension, feeling of connectedness, and overall wellbeing.