Olateju Ajanaku, Isola Ajiferuke

Readiness and Use of Big Data Analytics in Selected Canadian Higher Education Institutions

Introduction

Readiness and use of big data analytics in selected canadian higher education institutions. Explore Big Data Analytics readiness & use in Canadian higher education institutions. Discover key challenges & recommendations to boost BDA adoption, enhancing institutional efficiency and student outcomes.

Abstract

The rapid evolution of information technologies has driven the exponential growth of big data, creating opportunities to leverage data analytics across sectors. In higher education, Big Data Analytics (BDA) holds promise for improving decision-making, enhancing student outcomes, and driving institutional efficiency. However, its implementation remains limited due to technological, organizational, and environmental challenges. This study examines the readiness and use of BDA within selected Canadian higher education institutions, focusing on Southwest Ontario. Utilizing the Technology-Organization-Environment (TOE) framework, the research adopts a qualitative approach, drawing on semi-structured interviews with 10 academic and administrative staff from selected universities in Southwestern Ontario. The result identifies several barriers to BDA readiness and use, including a fragmented data landscape, integration challenges, and resource constraints. The study emphasizes the need for strategic investments in technological infrastructure, leadership engagement, and updated policies to improve BDA adoption. The study concludes with recommendations addressing barriers within the technological, organizational, and environmental contexts to enhance institutional performance and student outcomes.

Review

This study, "Readiness and Use of Big Data Analytics in Selected Canadian Higher Education Institutions," addresses a highly pertinent and critical topic in contemporary higher education. Against a backdrop of increasing data generation and the potential of Big Data Analytics (BDA) to transform decision-making and student outcomes, the authors investigate the current state of BDA readiness and usage within selected universities in Southwestern Ontario. Employing a qualitative approach grounded in the Technology-Organization-Environment (TOE) framework, the research draws upon semi-structured interviews with ten academic and administrative staff. The abstract clearly outlines the study's objective to identify key barriers, such as fragmented data landscapes, integration challenges, and resource constraints, positioning the research as an important contribution to understanding the practical hurdles of BDA implementation. A significant strength of this study lies in its timely relevance and robust theoretical foundation. The application of the TOE framework provides a comprehensive lens through which to analyze the multifaceted challenges of BDA adoption, moving beyond mere technological considerations to encompass organizational and environmental factors. The qualitative methodology, with its focus on in-depth interviews, is well-suited to uncover the nuanced perceptions and experiences of staff directly involved with data management and strategic planning within Higher Education Institutions (HEIs). By focusing on a specific Canadian region, the study offers valuable, localized insights that can inform targeted strategies and policy development, while also providing a microcosm for understanding broader national trends in BDA implementation within the higher education sector. The identification of specific barriers and the subsequent recommendations for strategic investments, leadership engagement, and policy updates offer practical guidance for institutions grappling with these complexities. While the study provides valuable insights, its abstract suggests a few areas for further consideration. The sample size of ten interviews, though appropriate for qualitative depth, inherently limits the generalizability of the findings across a wider range of Canadian HEIs, even within Southwestern Ontario. Future research could benefit from expanding the sample or employing mixed methods to validate these qualitative findings on a larger scale. Additionally, while the study examines "readiness and use," the identified barriers primarily pertain to readiness challenges. A deeper exploration into the *specific ways* BDA is currently being utilized, even minimally, and the perceived benefits driving these initial implementations, could further enrich the "use" aspect of the study. Despite these minor points, the research lays a strong foundation for future inquiry and offers actionable recommendations, making it a valuable resource for university leaders and policymakers aiming to harness the potential of Big Data Analytics.

Full Text

Comments

You need to be logged in to post a comment.