Reading: Data-based decision-making

1. Introduction

The use of data as a basis for making educational decisions is not a new topic, with examples dating back to the last decade of the 20th century (Agasisti & Bowers, 2017). However, in the era of highly digitalised and technologically supported higher education, shaped by the challenges of the pandemic and the revolution of generative artificial intelligence (GenAI), higher education institutions have access to larger volumes of diverse student data than ever before (Prinsloo, 2020). In learning management systems (LMS) (e.g., Moodle), information systems with sociodemographic and enrolment data on students (e.g., ISVU), and other information systems in (higher) education, large amounts of data are generated on a daily basis (Gašević et al., 2019; Nguyen et al., 2020). There is also potential for using less typical types of data, such as geospatial data (Valčík, 2012).

Here we show how data and analytics can be used — and how they are used — in higher education to support decision-making at different levels, with the aim of improving the quality of learning and teaching and supporting the management of higher education institutions.