Document Type

Article

Publication Date

Spring 2022

Abstract

This study was conducted in the 2021-2022 academic year, during the research phase of the QEP working group. During this phase, the QEP formed four sub-working groups – literature research, peer institution research, campus focus groups, and institutional systems data – to explore existing practices and assess the needs and capabilities of the institution regarding engaging and retaining students.

The successful implementation of learning analytics (LA) technology, such as an EAS, at higher education institutions relies on the consideration and engagement of all stakeholders, including faculty, staff, and students (Klempin & Karp, 2018; Mackney & Shields, 2019; Mahmoud et al., 2021). Existing frameworks for innovation and LA implementation often include stakeholder involvement as a key consideration (Arnold et al., 2014; Clark et al., 2020; Gasevic et al., 2019; Karp & Fletcher, 2014; Norris & Baer, 2013; Rogers, 2003).

Aligned with best practices and needs of the QEP working group, this study was an exploratory study with two purposes:

1. To engage stakeholders (faculty, staff, and students) in the process of designing and implementing an EAS; and

2. To gather information about the needs and perspectives of stakeholders (faculty, staff, and students) that will help inform the design and implementation of an EAS at JMU.

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