Bridging The Gap: Aligning Institutional Expectations And Stakeholder Desires In Learning Analytics Implementation

Abstract

Purpose—The primary objectives of LA are to improve student performance and provide students with additional resources and support to ensure their success. Nevertheless, this could indicate a divergence between the expectations of institutions regarding stakeholder expectations and the true desires of stakeholders. It is crucial to resolve these concerns and understand academic staff's expectations before implementing LA to increase end-user buy-in and optimize resource planning. Methodology—A comprehensive literature review focusing on the significance, existing models, and challenges associated with LA implementation constitutes the study's methodology. The identified gap prompted the implementation of a survey utilizing the SHIELA framework to investigate the perspectives, utilization, and challenges encountered by teaching staff about adopting LA. The data undergoes reliability and validity assessments through SmartPLS 4, which measures construct validity, discriminant validity, and factor loading.

Findings— The results of our research indicated that the i[1]nstructional personnel believed that utilizing LA most effectively would support early intervention. The academic staff believed that LA could aid students in decision-making processes and provide constructive criticism regarding their progress in learning. They contend that while institutions and students should share the responsibility, it is institutions' moral and legal obligation to take the necessary precautions to mitigate risks, including encouraging and empowering students.

Originality/Value— The research provides educational leaders with the necessary resources to develop more effective strategies for teaching and learning success while equipping students with fresh insights to assist them in making informed decisions regarding their education. We posit that the continued and efficacious attention of the higher education sector toward learning analytics, coupled with the adoption of this paradigm, will yield positive results for universities, students, and society at large. Drawing from the present discoveries, the research proposes several research methodologies and subjects for further inquiry.