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This systematic literature review aims to explore the adoption, global acceptance and implementation of human resources (HR) analytics (HRA) by reviewing literature on the subject. HRA adoption can assist HR professionals in managing complex procedures and making strategic human resource management (SHRM) decisions more effectively. The study also aims to identify the applications of analytics in various disciplines of management.

The review is conducted using a domain-based structured literature review (SLR), emphasizing the diffusion of innovative thinking and the adoption process of HRA among early adopters. The philosophical stances are analyzed with the combination of research onion model and PRISMA protocol. Secondary data are gathered from published journals, books, case studies, conference proceedings, web pages and media stories as the primary source of information.

The study finds that skilled professionals and management assistance can significantly impact adoption intentions, enabling professionals to deal with analytics. The examples and analytical models provided by early adopters allow managers to manage complex processes and make SHRM decisions.

The study suggests that the lack of use of quantitative techniques is a key limitation and should be considered in future studies. Despite the rise in the number of research papers on HRA, its application in the workplace remains limited.

This research can assist managers in implementing HRA and help resolve complex and inefficient processes, making SHRM decisions.

This study adds to the existing body of knowledge on how HRA can aid a company's efficacy and performance and can be considered one of the first to link adoption and HRA.

With the advent of the internet and communication technology, the penetration of e-learning has increased. The digital data being created by the educational and research institutions is also on the ascent. The growing interest in recent years toward big data, educational data mining and learning analytics has motivated the development of new analytical ways and approaches and advancements in learning settings. The need for using big data to handle, analyze this large amount of data is prime. This trend has started attracting the interest of educational institutions which have an important role in the development skills process and the preparation of a new generation of learners. “A real revolution for education,” it is based on this kind of terms that many articles have paid attention to big data for learning. How can analytics techniques and tools be so efficient and become a great prospect for the learning process? Big data analytics, when applied into teaching and learning processes, might help to improvise as well as to develop new paradigms. In this perspective, this paper aims to investigate the most promising applications and issues of big data for the design of the next-generation of massive e-learning. Specifically, it addresses the analytical tools and approaches for enhancing the future of e-learning, pitfalls arising from the usage of large data sets. Globally, this paper focuses on the possible application of big data techniques on learning developments, to show the power of analytics and why integrating big data is so important for the learning context.

Big data has in the recent years been an area of interest among innovative sectors and has become a major priority for many industries, and learning sector cannot escape to this deluge. This paper focuses on the different methods of big data able to be used in learning context to understand the benefits it can bring both to teaching and learning process, and identify its possible impact on the future of this sector in general. This paper investigates the connection between big data and the learning context. This connection can be illustrated by identifying the several main analytics approaches, methods and tools for improving the learning process. This can be clearer by the examination of the different ways and solutions that contribute to making a learning process more agile and dynamic. The methods that were used in this research are mainly of a descriptive and analytical nature, to establish how big data and analytics methods develop the learning process, and understand their contributions and impacts in addressing learning issues. To this end, authors have collected and reviewed existing literature related to big data in education and the technology application in the learning context. Authors then have done the same process with dynamic and operational examples of big data for learning. In this context, the authors noticed that there are jigsaw bits that contained important knowledge on the different parts of the research area. The process concludes by outlining the role and benefit of the related actors and highlighting the several directions relating to the development and implementation of an efficient learning process based on big data analytics.

Big data analytics, its techniques, tools and algorithms are important to improve the learning context. The findings in this paper suggest that the incorporation of an approach based on big data is of crucial importance. This approach can improve the learning process, for this, its implementation must be correctly aligned with educational strategies and learning needs.

This research represents a reference to better understanding the influence and the role of big data in educational dynamic. In addition, it leads to improve existing literature about big data for learning. The limitations of the paper are given by its nature derived from a theoretical perspective, and the discussed ideas can be empirically validated by identifying how big data helps in addressing learning issues.

Over the time, the process that leads to the acquisition of the knowledge uses and receives more technological tools and components; this approach has contributed to the development of information communication and the interactive learning context. Technology applications continue to expand the boundaries of education into an “anytime/anywhere” experience. This technology and its wide use in the learning system produce a vast amount of different kinds of data. These data are still rarely exploited by educational practitioners. Its successful exploitation conducts educational actors to achieve their full potential in a complex and uncertain environment. The general motivation for this research is assisting higher educational institutions to better understand the impact of the big data as a success factor to develop their learning process and achieve their educational strategy and goals. This study contributes to better understand how big data analytics solutions are turned into operational actions and will be particularly valuable to improve learning in educational institutions.

Learning analytics enable learning to be reorganized through collecting, analyzing and reporting the stored data in online learning environment. One of the important agents of education process is the instructors. How the use of learning analytics within education process is evaluated by the instructors is important. The purpose of this study is to determine the experiences of instructors in relation to the use of learning analytics.

In this study, data were collected from instructors through interviews to determine the reflections of learning analytics on the education process. While qualitative study method was adopted, phenomenological design was used.

As a result of analysis of findings, it was concluded that the use of learning analytics in the education process was beneficial. It was established that learning analytics were helpful in the self-assessment of instructors' performances, making early intervention to risky students and creating a lesson plan.

This study was carried out in a foreign language course and with five academicians during one semester.

This study aims to reveal the experiences of the instructors on the use of learning analytics and present scientific findings on a subject on which a limited number of studies have been conducted. With the start of learning analytics' use in the educational process, some concerns have been raised. This study tries to respond to the various concerns of instructors who intend to use learning analytics in the process.

The use of learning analytics is gradually increasing. In the studies conducted, it is seen that the studies have focused on the effect of learning analytics on the learning outputs of students. It is important to determine how instructors, who are the other important elements of the process, make use of learning analytics and how their experiences regarding the use of learning analytics are. The focal point of this study is to reveal the impact of learning analytics on the education process from the perspective of instructors.

The purpose of this paper is to discuss the current state of marketing analytics and how it should become a standard marketing research tool in the twenty‐first century.

The design of this paper is both a review of the field of marketing analytics and a discussion of how these factors must be enhanced and incorporated into twenty‐first century marketing research. As such this paper is offered as a viewpoint based on years of experience in the field and should serve as the basis for discussion and discourse by both academicians and practitioners.

In the realm of marketing, primary research has traditionally focused on quantitative or qualitative methodologies to provide customer insights. With advances in technology, especially data mining, marketing analytics has become an invaluable tool and should be viewed as an equal component of the marketing research toolkit. Analytics requires marketers to use data to understand customers at every touch point throughout their lifecycle with the business. To do this the analyst must mine, analyze, interpret, and present the information so that it is converted into actionable intelligence. In this process, the customer's information DNA is tracked, segmented, modeled and then acted upon. As these concepts and tools become standard operating procedures, academic marketing departments must internalize analytics into their overall curriculum in order to provide students with a compelling career advantage.

The value of this paper is that it presents marketers with a strong argument for the integration of marketing analytics into their practice of researching marketing issues and problems. Analytics completes the research triangle of qualitative, quantitative and data mined information gathering, analysis, and interpretation. It is hoped that this paper will generate additional discourse and research in this area and, especially, the adaptation of analytics as a standard research tool by marketers.

The aim of this study is to empirically investigate the impact of marketing analytics capability on business performance from the perspective of RBV theory.

This study used a survey method to gather information from 225 food processing SMEs registered with the Ghana Enterprise Agency (GEA) in Ghana’s eastern region. A structural equation modeling (SEM) path analysis was used to assess the impact of marketing analytics capability (MAC) on the performance of SMEs.

The results of the study show that MAC significantly and positively affect the financial performance (FP), customer performance (CF), internal business process performance (IBPP) and learning and growth performance (LGP) of Ghanaian SMEs. The findings of this study also illustrated the significance of MAC determinants, including marketing analytics skills (MAS), data resource management (DRM) and data processing capabilities (DPC), in achieving SME success in Ghana.

The research’s conclusions give RBV theory strong credence. The results of this study also provide credence to previous research finding that SMEs should view MAC and its determinants (i.e. DRM, DPC, MAS) as a crucial strategic capability to improve their performance (i.e. FP, CF, IBPP, LGP). With regard to its contribution, this study broadens the body of knowledge on MAC and SME performance, particularly in the context of an emerging economy.

Visual analytics is increasingly becoming a prominent technology for organizations seeking to gain knowledge and actionable insights from heterogeneous and big data to support decision-making. Whilst a broad range of visual analytics platforms exists, limited research has been conducted to explore the specific factors that influence their adoption in organizations. The purpose of this paper is to develop a framework for visual analytics adoption that synthesizes the factors related to the specific nature and characteristics of visual analytics technology.

This study applies a directed content analysis approach to online evaluation reviews of visual analytics platforms to identify the salient determinants of visual analytics adoption in organizations from the standpoint of practitioners. The online reviews were gathered from Gartner.com, and included a sample of 1,320 reviews for six widely adopted visual analytics platforms.

Based on the content analysis of online reviews, 34 factors emerged as key predictors of visual analytics adoption in organizations. These factors were synthesized into a conceptual framework of visual analytics adoption based on the diffusion of innovations theory and technology–organization–environment framework. The findings of this study demonstrated that the decision to adopt visual analytics technologies is not merely based on the technological factors. Various organizational and environmental factors have also significant influences on visual analytics adoption in organizations.

This study extends the previous work on technology adoption by developing an adoption framework that is aligned with the specific nature and characteristics of visual analytics technology and the factors involved to increase the utilization and business value of visual analytics in organizations.

This study highlights several factors that organizations should consider to facilitate the broad adoption of visual analytics technologies among IT and business professionals.

This study is among the first to use the online evaluation reviews to systematically explore the main factors involved in the acceptance and adoption of visual analytics technologies in organizations. Thus, it has potential to provide theoretical foundations for further research in this important and emerging field. The development of an integrative model synthesizing the salient determinants of visual analytics adoption in enterprises should ultimately allow both information systems researchers and practitioners to better understand how and why users form perceptions to accept and engage in the adoption of visual analytics tools and applications.

While several warehouses are now technologically equipped and smart, the implementation of real-time analytics in warehouse operations is scarcely reported in the literature. This study aims to develop a practical system for real-time analytics of process monitoring in an internet-of-things (IoT)-enabled smart warehouse environment.

A modified system development research process was used to carry out this research. A prototype system was developed that mimicked a case company’s actual warehouse operations in Indonesia’s manufacturing companies. The proposed system relied heavily on the utilization of IoT technologies, wireless internet connection and web services to keep track of the product movement to provide real-time access to critical warehousing activities, helping make better, faster and more informed decisions.

The proposed system in the presented case company increased real-time warehousing processes visibility for stakeholders at different management levels in their most convenient ways by developing visual representation to display crucial information. The numerical or textual data were converted into graphics for ease of understanding for stakeholders, including field operators. The key elements for the feasible implementation of the proposed model in an industrial area were discussed. They are strategic-level components, IoT-enabled warehouse environments, customized middleware settings, real-time processing software and visual dashboard configuration.

While this study shows a prototype-based implementation of actual warehouse operations in one of Indonesia’s manufacturing companies, the architectural requirements are applicable and extensible by other companies. In this sense, the research offers significant economic advantages by using customized middleware to avoid unnecessary waste brought by the off-the-shelves generic middleware, which is not entirely suitable for system development.

This research’s finding contributes to filling the gap in the limited body of knowledge of real-time analytics implementation in warehousing operations. This should encourage other researchers to enhance and develop the devised elements to enrich smart warehousing’s theoretical knowledge. Besides, the successful proof-of-concept implementation reported in this research would allow other companies to gain valuable insights and experiences.

The rise of big data and analytics companies has significantly changed the business playground. Big data and the use of data analytics are being adopted more frequently, especially in companies that are looking for new methods to develop smarter capabilities and tackle challenges in the dynamic processes. Working with big data and applying a series of data analysis techniques require strong multidisciplinary skills and knowledge of statistics, econometrics, computer science, data mining, law and business ethics, etc. Higher education institutions (HEIs) are concerned by this phenomenon which is also changing learning needs and require a reorientation toward the development of novel approaches and advancements in their programs. The purpose of this paper is to introduce and define big data analytics as having an immense potential for generating value for businesses. In this context, one prominent strategy is to integrate big data analytics in educational programs to enrich student’ understanding of the role of big data, especially those who want to explore their entrepreneurial ways and improve their effectiveness. So, the main purpose of this article consists, on the one hand, in why HEIs must carefully think about how to provide powerful learning tools and open a new entrepreneurship area in this field, and, why, on the other hand, future entrepreneurs (students) have to use data analytics and how they can integrate, operationally, analytics methods to extract value and enhance their professional capabilities.

The author has established an expert viewpoint to discuss the notion of data analytics, identify new ways and re-think what really is new, for both entrepreneurs and HEIs, in the area of big data. This study provides insights into how students can improve their skills and develop new business models through the use of IT tools and by providing the ability to analyze data. This can be possible by bringing the tool of analytics into the higher educational learning system. New analytics methods have to help find new ways to process data and make more intelligent decisions. A brief overview of data analytics and its roles in the context of entrepreneurship and the rise of data entrepreneur is then presented. The paper also outlines the role of educational programs in helping address big data challenges and transform possibilities into opportunities. The key factors of implementing an efficient big data analytics in learning programs, to better orientate and guide students’ project idea, are also explored. The paper concludes with suggestions for further research and limitations of the study.

The findings in this paper suggest that analytics can be of crucial importance for student entrepreneurial practice if correctly aligned with their business processes and learning needs and can also lead to significant improvement in their performance and quality of the decisions they make. The added value of big data is the ability to identify useful data and turn it into usable information by identifying patterns and exploiting new algorithms, tools and new project solutions. So, the move toward the introduction of big data and analytics tools in higher education addresses how this new opportunity can be operationalized.

There are some limitations to this research paper. The research findings have significant implications for HEIs in the field of analytics (mathematics and computer science), and thus, it is not generalizable with any further context. Also, the viewpoint is centered on the data analytics process as a value generator for entrepreneurial opportunities.

This research can be considered as a contribution with literature about educational quality, entrepreneurship and big data analytics. This study describes that new analytics thinking and computational skills are needed for the newer generation of entrepreneurs to handle the challenges of big data. But, preparing them to capture, analyze, store and manage the large amounts of data available today – so they can see value in data – is not just about implementing and using new technologies. This is also, about, a dynamic, operational and modern educational learning process from which a student can extract the maximum benefit. In another words: How to make new opportunities from these data? Which data to select for the analysis? and How to efficiently apply analytical techniques to generate value?

The purpose of this paper is to analyze the inadequacies of current business education in the tackling of the educational challenges inherent to the advent of a data-driven business world. It presents an analysis of the implications of digitization and more specifically big data analytics (BDA) and data science (DS) on organizations with a special emphasis on decision-making processes and the function of managers. It argues that business schools and other educational institutions have well responded to the need to train future data scientists but have rather disregarded the question of effectively preparing future managers for the new data-driven business era.

The approach involves analysis and review of the literature.

The development of analytics skills shall not pertain to data scientists only, it must rather become an organizational cultural component shared among all employees and more specifically among decision makers: managers. In the data-driven business era, managers turn into manager-scientists who shall possess skills at the crossroad of data management, analytical/modeling techniques and tools, and business. However, the multidisciplinary nature of big data analytics and data science (BDADS) seems to collide with the dominant “functional silo design” that characterizes business schools. The scope and breadth of the radical digitally enabled change, the author are facing, may necessitate a global questioning about the nature and structure of business education.

For the sake of transparency and clarity, academia and the industry must join forces to standardize the meaning of the terms surrounding big data. BDA/DS training programs, courses, and curricula shall be organized in such a way that students shall interact with an array of specialists providing them a broad enough picture of the big data landscape. The multidisciplinary nature of analytics and DS necessitates to revisit pedagogical models by developing experiential learning and implementing a spiral-shaped pedagogical approach. The attention of scholars is needed as there exists an array of unexplored research territories. This investigation will help bridge the gap between education and the industry.

The findings will help practitioners understand the educational challenges triggered by the advent of the data-driven business era. The implications will also help develop effective trainings and pedagogical strategies that are better suited to prepare future professionals for the new data-driven business world.

By demonstrating how the advent of a data-driven business era is impacting the function and role of managers, the paper initiates a debate revolving around the question about how business schools and higher education shall evolve to better tackle the educational challenges associated with BDADS training. Elements of response and recommendations are then provided.

Increased fraudulent practices have heightened the need for innovation in anti-fraud programs, necessitating the development of analytics techniques for detecting and preventing fraud. The subject of fraud analytics will continue to expand in the future for public-sector organizations; therefore, this research examined the progress of fraud analytics in public-sector transactions and offers suggestions for its future development.

This study systematically reviewed research on fraud analytics development in public-sector transactions. The review was conducted from June 2021 to June 2023 by identifying research objectives and questions, performing literature quality assessment and extraction, data synthesis and research reporting. The research mainly identified 43 relevant articles that were used as references.

This research examined fraud analytics development related to public-sector financial transactions. The results revealed that fraud analytics expansion has not spread equally, as most programs have been implemented by governments and healthcare organizations in developed countries. This research also exposed that the analytics optimization in fraud prevention is higher than for fraud detection. Such analytics help organizations detect fraud, improve business effectiveness and efficiency, and refine administrative systems and work standards.

This research offers comprehensive insights for researchers and public-sector professionals regarding current fraud analytics development in public-sector financial transactions and future trends.

This study presents the first systematic literature review to investigate the development of fraud analytics in public-sector transactions. The findings can aid scholars' and practitioners' future fraud analytics development.