Higher education teachers' experiences with learning analytics in relation to student retention

This paper presents findings from a study of Australian and New Zealand academics (n = 276) who teach tertiary education students. The study aimed to explore participants' early experiences of learning analytics in a higher education milieu where data analytics is gaining increasing prominence. Broadly speaking participants were asked about: (1) their teaching context; (2) their current student retention activities; (3) their involvement in, and aspirations for, learning analytics use; and (4) their relationship with their institution around learning analytics. The sampled teaching staff broadly indicated a high level of interest but limited level of substantive involvement in learning analytics projects and capacity building activities. Overall, the intention is to present a critical set of voices that assist in identifying and understanding key issues and draw connections to the broader work being done in the field. [Author abstract]