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2012 ECAR Study of Analytics in Higher Education
ECAR RESEARCH HUB
Author: Jacqueline Bichsel
Published: June 22, 2012
Analytics in Higher Education: Benefits, Barriers, Progress, and Recommendations
The objectives of this research were to assess the current state of analytics in higher education, outline the challenges and barriers to using analytics, and develop a maturity index to provide a common means of assessing progress in analytics.
A Collaboration Between:
Report and Supporting Materials
- Analytics is widely viewed as important, but data use at most institutions is still limited to reporting.
- Analytics programs are most successful when various constituents—IR, IT, functional leaders, and executives—work in partnership.
- Where analytics is concerned, investment is the area in which higher education institutions are making the least progress.
- Institutions should focus their investments on expertise, process, and policies before acquiring new tools or collecting additional data.
- Institutions that have made more progress in Investment, Culture/Process, Data/Reporting/Tools, Expertise, and Governance/Infrastructure are more likely to use data to make predictions or projections or to trigger action in a variety of areas.
Getting Started with Analytics Videos: Words of Wisdom from the Experts
Select the links below to view excerpts from video interviews:
- Tristan Denley, How Can Analytics Help Students Make Informed Choices?
- Paige Borden, What Can an Institution Do to Ensure the Success of an Analytics Program?
- Sally Johnstone, What Can Traditional Institutions Learn from Nontraditional Institutions About Analytics?
- Jerry Grochow, The DON'Ts of Analytics
- IT Infrastructure to Support Analytics: Laying the Groundwork for Institutional Analytics by Jerrold M. Grochow, ECAR Research Bulletin, October 2012
- Building Organizational Capacity for Analytics, by Donald M. Norris and Linda L. Baer, Report, February 2013.
Want more on analytics? See resources from the July 2012 EDUCAUSE Analytics Sprint.