In 2011, Long and Siemens famously announced that big data and analytics represented “the most dramatic factor shaping the future of higher education.” Now, five years later, conversations about the use of data and analytics in higher education are more mixed. In 2016, the Campus Computing Project release an annual report that used the language of “analytics angst.” In a recent blog series for the EDUCAUSE Review, Mike Sharkey and I argue that analytics has fallen into a “trough of disillusionment.” What makes some institutions successful in their analytics where others flounder? How can we work to scale, not technologies, but high impact practices? Let’s examine one example.
The University of Maryland Baltimore County (UMBC) began working with Blackboard Analytics in 2006. At that time, they simply wanted to support access to basic information to ensure that the institution was effective and efficient in its operations. Shortly after gaining access to their institutional data, however, they quickly began asking deeper questions about student success.
READ FULL STORY HERE >> http://blog.blackboard.com/overcoming-early-analytics-challenges-at-umbc/