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Article
Publication date: 21 September 2015

Anthony Marshall, Stefan Mueck and Rebecca Shockley

To understand how the most successful organizations use big data and analytics innovate, researchers studied 341 respondents’ usage of big data and analytics tools for innovation…

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Abstract

Purpose

To understand how the most successful organizations use big data and analytics innovate, researchers studied 341 respondents’ usage of big data and analytics tools for innovation.

Design/methodology/approach

Researchers asked about innovation goals, barriers to innovation, metrics used to measure innovation outcomes, treatment and types of innovation projects and the role of big data and analytics in innovation processes.

Findings

Three distinct groups emerged: Leaders, Strivers and Strugglers. Leaders are markedly different as a group: they innovate using big data and analytics within a structured approach, and they focus in particular on collaboration.

Research limitations/implications

Respondents were from the 2014 IBM Innovation Survey. We conducted cluster analysis with 81 variables. The three cluster solution was determined deploying latent class analysis (LCA), a family of techniques based around clustering and data reduction for segmentation projects. It uses a number of underlying statistical models to capture differences between observed data or stimuli in the form of discrete (unordered) population segments; group segments; ordered factors (segments with an underlying numeric order); continuous factors; or mixtures of the above.

Practical implications

Leaders don’t just embrace analytics and actionable insights; they take them to the next level, integrating analytics and insights with innovation. Leaders follow three basic strategies that center on data, skills and tools and culture: promote excellent data quality and accessibility; make analytics and innovation a part of every role; build a quantitative innovation culture.

Originality/value

The research found that leaders leverage big data and analytics more effectively over a wider range of organizational processes and functions. They are significantly better at leveraging big data and analytics throughout the innovation process – from conceiving new ideas to creating new business models and developing new products and services.

Details

Strategy & Leadership, vol. 43 no. 5
Type: Research Article
ISSN: 1087-8572

Keywords

Abstract

Details

Enabling Strategic Decision-Making in Organizations Through Dataplex
Type: Book
ISBN: 978-1-80455-051-9

Article
Publication date: 11 July 2016

Margie Jantti and Jennifer Heath

The purpose of this paper is to provide an overview of the development of an institution wide approach to learning analytics at the University of Wollongong (UOW) and the…

1753

Abstract

Purpose

The purpose of this paper is to provide an overview of the development of an institution wide approach to learning analytics at the University of Wollongong (UOW) and the inclusion of library data drawn from the Library Cube.

Design/methodology/approach

The Student Support and Education Analytics team at UOW is tasked with creating policy, frameworks and infrastructure for the systematic capture, mapping and analysis of data from the across the university. The initial data set includes: log file data from Moodle sites, Library Cube, student administration data, tutorials and student support service usage data. Using the learning analytics data warehouse UOW is developing new models for analysis and visualisation with a focus on the provision of near real-time data to academic staff and students to optimise learning opportunities.

Findings

The distinct advantage of the learning analytics model is that the selected data sets are updated weekly, enabling near real-time monitoring and intervention where required. Inclusion of library data with the other often disparate data sets from across the university has enabled development of a comprehensive platform for learning analytics. Future work will include the development of predictive models using the rapidly growing learning analytics data warehouse.

Practical implications

Data warehousing infrastructure, the systematic capture and exporting of relevant library data sets are requisite for the consideration of library data in learning analytics.

Originality/value

What was not anticipated five years ago when the Value Cube was first realised, was the development of learning analytic services at UOW. The Cube afforded University of Wollongong Library considerable advantage: the framework for data harvesting and analysis was established, ready for inclusion within learning analytics data sets and subsequent reporting to faculty.

Details

Performance Measurement and Metrics, vol. 17 no. 2
Type: Research Article
ISSN: 1467-8047

Keywords

Article
Publication date: 13 February 2017

David J. Pauleen and William Y.C. Wang

This viewpoint study aims to make the case that the field of knowledge management (KM) must respond to the significant changes that big data/analytics is bringing to…

14112

Abstract

Purpose

This viewpoint study aims to make the case that the field of knowledge management (KM) must respond to the significant changes that big data/analytics is bringing to operationalizing the production of organizational data and information.

Design/methodology/approach

This study expresses the opinions of the guest editors of “Does Big Data Mean Big Knowledge? Knowledge Management Perspectives on Big Data and Analytics”.

Findings

A Big Data/Analytics-Knowledge Management (BDA-KM) model is proposed that illustrates the centrality of knowledge as the guiding principle in the use of big data/analytics in organizations.

Research limitations/implications

This is an opinion piece, and the proposed model still needs to be empirically verified.

Practical implications

It is suggested that academics and practitioners in KM must be capable of controlling the application of big data/analytics, and calls for further research investigating how KM can conceptually and operationally use and integrate big data/analytics to foster organizational knowledge for better decision-making and organizational value creation.

Originality/value

The BDA-KM model is one of the early models placing knowledge as the primary consideration in the successful organizational use of big data/analytics.

Details

Journal of Knowledge Management, vol. 21 no. 1
Type: Research Article
ISSN: 1367-3270

Keywords

Article
Publication date: 14 August 2018

Kar Hooi Tan

Although published research is limited to big data, some research focuses on the challenges that companies face in implementing big data projects. Specifically, in the field of…

2224

Abstract

Purpose

Although published research is limited to big data, some research focuses on the challenges that companies face in implementing big data projects. Specifically, in the field of information systems, researchers realize that the success of Big Data projects is not only the result of data and analytics tools and processes, but also includes broader aspects. To address this issue, people have come up with a perception of big data analytics capabilities, often defined as the ability of businesses to take advantage of data management, infrastructure, and talent to turn business into competencies.

Design/methodology/approach

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Findings

The relationship between analytics and organizational performance has been the subject of the extant research. Prior studies have highlighted the direct influence of analytics on organizational performance. For example, big data analytics capabilities are significantly correlated with market performance and operational performance. The mechanisms through which analytics affect organizations were also examined from various perspectives.

Practical implications

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

Originality/value

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Details

Strategic Direction, vol. 34 no. 8
Type: Research Article
ISSN: 0258-0543

Keywords

Article
Publication date: 8 January 2018

Megan Oakleaf

The purpose of this paper is to describe the need for academic libraries to demonstrate and increase their impact of student learning and success. It highlights the data problems…

1053

Abstract

Purpose

The purpose of this paper is to describe the need for academic libraries to demonstrate and increase their impact of student learning and success. It highlights the data problems present in existing library value correlation research and suggests a pathway to surmounting existing data obstacles. The paper advocates the integration of libraries into institutional learning analytics systems to gain access to more granular student learning and success data. It also suggests using library-infused learning analytics data to discover and act upon new linkages that may reveal library value in an institutional context.

Design/methodology/approach

The paper describes a pattern pervasive in existing academic library value correlation research and identifies major data obstacles to future research in this vein. The paper advocates learning analytics as one route to access more usable and revealing data. It also acknowledges several challenges to the suggested approach.

Findings

This paper describes learning analytics as it may apply to and support correlation research on academic library value. While this paper advocates exploring the integration of library data and institutional data via learning analytics initiatives, it also describes four challenges to this approach including librarian concerns related to the use of individual level data, the tension between claims of correlation and causation in library value research, the need to develop interoperability standards for library data and organizational readiness and learning analytics maturity issues.

Originality/value

This paper outlines a path forward for academic library value research that may otherwise be stymied by existing data difficulties.

Details

Information and Learning Science, vol. 119 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

Book part
Publication date: 14 December 2023

Muni Kelly and Nana Y. Amoah

For over a decade now, various stakeholders in accounting education have called for the integration of technology competencies in the accounting curriculum (Association to Advance…

Abstract

For over a decade now, various stakeholders in accounting education have called for the integration of technology competencies in the accounting curriculum (Association to Advance Collegiate Schools of Business (AACSB), 2013, 2018; Accounting Education Change Commission (AECC), 1990; American Institute of Certified Public Accountant (AICPA), 1996; Behn et al., 2012; Lawson et al., 2014; PricewaterhouseCoopers (PWC), 2013). In addition to stakeholder expectations, the inclusion of data analytics as a key area in both the business and accounting accreditation standards of the AACSB signals the urgent need for accounting programs to incorporate data analytics into their accounting curricula. This paper examines the extent of the integration of data analytics in the curricula of accounting programs with separate accounting AACSB accreditation. The paper also identifies possible barriers to integrating data analytics into the accounting curriculum. The results of this study indicate that of the 177 AACSB-accredited accounting programs, 79 (44.6%) offer data analytics courses at either the undergraduate or graduate level or as a special track. The results also indicate that 41 (23.16%) offer data analytics courses in their undergraduate curriculum, 61 (35.88%) at the graduate level, and 12 (6.80%) offer specialized tracks for accounting data analytics. Taken together, the findings indicate an encouraging trend, albeit slow, toward the integration of data analytics into the accounting curriculum.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-83797-172-5

Keywords

Book part
Publication date: 25 November 2019

Sean Mackney and Robin Shields

This chapter examines the application of learning analytics techniques within higher education – learning analytics – and its application in supporting “student success.” Learning…

Abstract

This chapter examines the application of learning analytics techniques within higher education – learning analytics – and its application in supporting “student success.” Learning analytics focuses on the practice of using data about students to inform interventions aimed at improving outcomes (e.g., retention, graduation, and learning outcomes), and it is a rapidly growing area of educational practice within higher education institutions (HEIs). This growth is spurring a number of commercial developments, with many companies offering “analytics solutions” to universities across the world. We review the origins of learning analytics and identify drives for its growth. We then discuss some possible implications for this growth, which focus on the ethics of data collection, use and sharing.

Details

The Educational Intelligent Economy: Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education
Type: Book
ISBN: 978-1-78754-853-4

Keywords

Book part
Publication date: 4 January 2019

William D. Brink and M. Dale Stoel

The purpose of this study is to identify the specific skills and abilities within the broad category of data analytics that current business professionals believe are most…

Abstract

The purpose of this study is to identify the specific skills and abilities within the broad category of data analytics that current business professionals believe are most important for accounting graduates. Data analytics knowledge is clearly important, but this category is broad. Therefore, this study identifies the specific skills and abilities that are most important for accounting graduates so that faculty can create classroom materials most beneficial for the future accounting graduates. In 2013, the Association to Advance Collegiate Schools of Business developed new standards for accounting programs, including standard A7, related to information technology and analytics. The intent of the standard clearly focuses on increasing the level of technology and analytics studied within the accounting curriculum. However, the specific details and methods for achieving the intent of A7 remain an open question. This chapter uses prior research focused on business analytics education to identify potential analytic skills, tools, techniques, and management issues of concern within the accounting profession. A survey of 342 accounting professionals identifies suggested areas of analytic competencies for accounting graduates. Specifically, the authors find preferences for skills related to data interpretation and communication over any individual technical skills or statistical knowledge. These skills suggest a role for accountants as intermediaries who may need to translate analytic activities into business language. Post hoc, the authors examine the survey results for differences based on respondent characteristics. Interestingly, female respondents report lower beliefs about the importance of analytic skills. The authors also find some differences when examining different demographics within the respondents.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78756-540-1

Keywords

Book part
Publication date: 20 November 2023

Halah Nasseif

The use of technology in Saudi Arabian higher education is constantly evolving. With the support of the 2030 Saudi vision, many research studies have started covering learning…

Abstract

The use of technology in Saudi Arabian higher education is constantly evolving. With the support of the 2030 Saudi vision, many research studies have started covering learning analytics and Big Data in the Saudi Arabian higher education. Examining learning analytics in higher education institutions promise transforming the learning experience to maximize students' learning potential. With the thousands of students' transactions recorded in various learning management systems (LMS) in Saudi educational institutions, the need to explore and research learning analytics in Saudi Arabia has caught the interest of scholars and researchers regionally and internationally. This chapter explores a Saudi private university in Jeddah, Saudi Arabia, and examines its rich learning analytics and discovers the knowledge behind it. More than 300,000 records of LMS analytical data were collected from a consecutive 4-year historic data. Romero, Ventura, and Garcia (2008) educational data mining process was applied to collect and analyze the analytical reports. Statistical and trend analysis were applied to examine and interpret the collected data. The study has also collected lecturers' testimonies to support the collected analytical data. The study revealed a transformative pedagogy that impact course instructional design and students' engagement.

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