The perceptions of the meaning and value of analytics in New Zealand higher education institutions

Abstract

This article presents the current perceptions on the value of analytics and their possible contribution to the higher education sector in New Zealand. Seven out of eight research-intensive public universities in New Zealand took part in the study. Participants included senior management and those who have some role associated with decisionmaking within higher education (N = 82). The study found inconsistent understanding of the meaning of analytics across participants. In particular, three forms of perceptions of analytics were identified: structural; functional and structural-functional. It was evident that some participants viewed analytics in its structural elements such as statistics, metrics, trends, numbers, graph, and any relevant information/data to enhance better decision-making, whereas other participants perceived the notion of analytics in terms of functional aspect; as means to an end, a process to use the data to gain insights and taking action on complex problems, yet a third group viewed analytics from both structural-functional perspectives. These kinds of perceptions have to a larger extent influenced participants' views on the value of analytics in shaping policy and practice. Also, literature has addressed a number of possible challenges associated with the large-scale institutional implementation of analytics. These challenges were: difficulties in extracting data from multiple databases, maintaining data quality, ethical and privacy issues, and lack of professional development opportunities. This article aims to broadly contribute to a better understanding of current perception and value of analytics in higher education, and in particular within the New Zealand context.

Student and Staff Perspectives on the Use of Big Data in the Tertiary Education Sector: A Scoping Review and Reflection on the Ethical Issues

“…Staff were little better informed: 39% of staff in a global online survey of 121 academics (Drachsler & Greller, 2012) did not know or were unsure about whether they had an ethics committee and guidelines in place for the use of student data for research and 12% of senior staff at New Zealand universities (Mahroeian et al, 2017) did not know if their university was using learning analytics or not. A survey of 22 Australian universities (West et al, 2016) showed that only four universities had informed all relevant parties (by their own definition) about the use and impact of learning analytics.…”

“…Students acknowledged the potential for data analytics to improve the student experience, including through minimizing isolation, helping students who find it difficult to ask for help, and reaching students with different learning styles (Heath & Leinonen, 2016; Roberts et al, 2016). Both staff and students recognized that data analytics can: help students learn more effectively (Corrin et al, 2013; Heath & Leinonen, 2016; Howell et al, 2018; Kammer, 2015; Knight et al, 2016; Mahroeian et al, 2017), provide helpful feedback to which students can respond (Corrin et al, 2013; Heath & Leinonen, 2016; Howell et al, 2018; Kammer, 2015; Roberts et al, 2016), and identify “at–risk” students (Corrin et al, 2013; Heath & Leinonen, 2016; Howell et al, 2018; Knight et al, 2016; Mahroeian et al, 2017; Roberts et al, 2016).…”

“…Staff participants in several studies identified benefits from data analytics for staff performance, including the ability to map strategic initiatives, develop predictive models, make teaching more proactive, increase evidence-based decision-making, and potentially free up time for other activities (Corrin et al, 2013; Howell et al, 2018; Knight et al, 2016; Mahroeian et al, 2017). Staff from New Zealand universities described how data analytics could help to optimize resources, reduce administrative costs, and improve administration services (Mahroeian et al, 2017).…”

Datasets on demographic trends in enrollment into undergraduate engineering programs at Covenant University, Nigeria

“…Value of the data Demographic data provided in this article will encourage empirical research and the adoption of data analytics in understanding the trends in enrollment of undergraduates in higher education, especially in developing countries [1] , [2] , [3] , [4] , [5] . Unrestricted access to these demographic data will give executives, management, and policy makers in higher education useful insights for better decision-making [6] , [7] .…”

“…Demographic data provided in this article will encourage empirical research and the adoption of data analytics in understanding the trends in enrollment of undergraduates in higher education, especially in developing countries [1] , [2] , [3] , [4] , [5] .…”