Learning Analytics Tools in Higher Education: Adoption at the Intersection of Institutional Commitment and Individual Action

Abstract

An instrumental case study was conducted at a large, public research university to understand the organizational barriers, incentives, and opportunities related to adoption of learning analytics tools by faculty members and professional advising staff. Data was culled from focus groups with six faculty and twenty-one advisors and from interview and observation sessions with two faculty and three advisors. Preliminary results indicate that organizational context and commitment, including structures, policies, processes, and leadership impact individual decisions to trust and adopt learning analytics tools. Further, results indicate the importance of a comprehensive, inclusive, and well-communicated implementation plan for maximum adoption by users.