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Assessment and analytics, supported by information technology, can change institutional culture and drive the transformation in student retention, graduation, and success. U.S. higher education has an extraordinary record of accomplishment in preparing students for leadership, in serving as a wellspring of research and creative endeavor, and in providing public service. Despite this success, colleges and universities are facing an unprecedented set of challenges. To maintain the country's global preeminence, those of us in higher education are being called on to expand the number of students we educate, increase the proportion of students in science, technology, engineering, and mathematics (STEM), and address the pervasive and long-standing underrepresentation of minorities who earn college degrees-all at a time when budgets are being reduced and questions about institutional efficiency and effectiveness are being raised.

Analytics: The Widening Divide By David Kiron, Rebecca Shockley, Nina Kruschwitz, Glenn Finch and Dr. Michael Haydock November 7, 2011 How companies are achieving competitive advantage through analytics IN THIS SECOND JOINT MIT Sloan Management Review and IBM Institute for Business Value study, we see a growing divide between those companies that, on one side, see the value of business analytics and are transforming themselves to take advantage of these newfound opportunities, and, on the other, that have yet to embrace them. Using insights gathered from more than 4,500 managers and executives, Analytics: The Widening Divide identifies three key competencies that enable organizations to build competitive advantage using analytics. Further, the study identifies two distinct paths that organizations travel while gaining analytic sophistication, and provides recommendations to accelerate organizations on their own paths to analytic transformation.

Jacqueline Bichsel - 2012 EDUCAUSE Many colleges and universities have demonstrated that analytics can help significantly advance an institution in such strategic areas as resource allocation, student success, and finance. Higher education leaders hear about these transformations occurring at other institutions and wonder how their institutions can initiate or build upon their own analytics programs. Some question whether they have the resources, infrastructure, processes, or data for analytics. Some wonder whether their institutions are on par with other in their analytics endeavors. It is within that context that this study set out to assess the current state of analytics in higher education, outline the challenges and barriers to analytics, and provide a basis for benchmarking progress in analytics.

First, the ongoing exploration of the reliability and validity of the psychometric assessment instrument designed to measure and stimulate change in learning power, for which I was one of three originators between 2000 and 2002. To date I have been able to collect large data sets (n=>50,000) and have published reliability and validity statistics in four  peer reviewed journal articles. Second, the application of the concept and assessment of learning power in pedagogy in school, community and corporate sectors, and in particular its contribution to personalisation of learning through authentic enquiry. Third, the contribution of learning power and enquiry to what we know about complexity in education, particularly through the development of systems learning and leadership as a vehicle for organisational transformation. Finally, the application of learning power assessment strategies to the emerging field of learning analytics and agent-based modelling.

Learning Emergence deep learning | complex systems | transformative leadership | knowledge media

Attempts to imagine the future of education often emphasize new technologies-ubiquitous computing devices, flexible classroom designs, and innovative visual displays. But the most dramatic factor shaping the future of higher education is something that we can't actually touch or see: big data and analytics. Basing decisions on data and evidence seems stunningly obvious, and indeed, research indicates that data-driven decision-making improves organizational output and productivity.1 For many leaders in higher education, however, experience and "gut instinct" have a stronger pull.

"Rethinking Educaitonal Leadership: mapping the terrain of leadership in learning organisations in conditions of complexity, diversity and change Jul 26 2015 0 Rethinking Educational Leadership: an Open Space Symposium The purpose Symposium was to provide experienced practitioners and researchers with an opportunity to bring fresh thinking to the current challenges facing school leaders and to generate new ideas about leadership development. The Open Space Technology provided a means of capturing the collective intelligence generated by the group in response to the core question. This post reports on the outcomes of this Open Space Symposium which was held in 2013. "