Toward an Institutional Analytics Agenda for Addressing Student Dropout in Higher Education: An Academic Stakeholders' Perspective

Autor/inn/en	De Silva, Liyanachchi Mahesha Harshani; Chounta, Irene-Angelica; Rodríguez-Triana, María Jesús; Roa, Eric Roldan; Gramberg, Anna; Valk, Aune
Titel	Toward an Institutional Analytics Agenda for Addressing Student Dropout in Higher Education: An Academic Stakeholders' Perspective
Quelle	In: Journal of Learning Analytics, 9 (2022) 2, S.179-201 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (De Silva, Liyanachchi Mahesha Harshani) ORCID (Chounta, Irene-Angelica) ORCID (Rodríguez-Triana, María Jesús) ORCID (Roa, Eric Roldan) ORCID (Gramberg, Anna) ORCID (Valk, Aune)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Students; Dropouts; Dropout Prevention; Data Analysis; Data Use; At Risk Students; Stakeholders; Influences; Student Experience; Educational Objectives; Student Characteristics; College Role; Foreign Countries; Intervention; School Personnel; Barriers; Student Needs; Estonia + Suchen Sie Ihr Suchwort? Collegestudent; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Auswertung; Influence; Einfluss; Einflussfaktor; Studienerfahrung; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Schulpersonal; Estland
Abstract	Although the number of students in higher education institutions (HEIs) has increased over the past two decades, it is far from assured that all students will gain an academic degree. To that end, institutional analytics (IA) can offer insights to support strategic planning with the aim of reducing dropout and therefore of minimizing its negative impact (e.g., on students, academic stakeholders, and institutions). However, it is not clear how institutional stakeholders can integrate IA in their practice to overcome academic-related issues and to offer support to students who struggle to achieve their academic goals. To address this gap, we conducted focus groups with 13 institutional stakeholders of an Estonian university. By analyzing the focus group data, we identified three main categories of factors influencing dropout from the perspective of institutional stakeholders: (1) institutional experience, (2) educational goals, and (3) personal aspects. We discuss our findings from an institutional perspective with the aim of reflecting on institutional processes, organizational structures, and facilitatory roles in the context of dropout in higher education (HE). We argue that IA can provide insights into students' institutional experience, educational goals, and personal aspects to further support decision-making on the institutional level. We envision our findings contributing to a participatory agenda for the design, implementation, and integration of IA solutions focusing on addressing dropout in HE. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01