Institutional constraints to higher education datafication: an English case study.
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| Title: | Institutional constraints to higher education datafication: an English case study. |
|---|---|
| Authors: | Brooks, Rachel1 (AUTHOR) rachel.brooks@education.ox.ac.uk, Timms, Jill2 (AUTHOR) |
| Source: | Higher Education (00181560). Oct2025, Vol. 90 Issue 4, p1049-1063. 15p. |
| Subject Terms: | *Higher education, *Field research, Equality, Participation, Data integration, Data management, Data analytics |
| Abstract: | Strong claims are made by both higher education policymakers and institutional leaders about the advantages that can be brought about through 'datafication' (i.e. the quantification of human activities through digital means). Nevertheless, we know relatively little about how university cultures and processes may impinge on the rolling out of data practices, particularly in relation to administrative data (rather than that collected through learning analytics and other forms of user-generated data). This article draws on a particular case study—of attempts to widen participation to 'sandwich courses' in English higher education institutions—to argue that, in some areas of activity at least, institutional constraints serve to limit datafication substantially, including insufficient time and infrastructure, the prioritisation of data required for other purposes (typically national assessment exercises) and the role of institutional cultures. Cognisant of various problems associated with quantification, the article nevertheless contends that the barriers to the effective use of metrics identified in this research may have a direct impact on institutions' capacity to recognise and address social inequalities. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189135067 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189135067 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-024-01363-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1049 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Field research Type: general – SubjectFull: Equality Type: general – SubjectFull: Participation Type: general – SubjectFull: Data integration Type: general – SubjectFull: Data management Type: general – SubjectFull: Data analytics Type: general Titles: – TitleFull: Institutional constraints to higher education datafication: an English case study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brooks, Rachel – PersonEntity: Name: NameFull: Timms, Jill IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00181560 Numbering: – Type: volume Value: 90 – Type: issue Value: 4 Titles: – TitleFull: Higher Education (00181560) Type: main |
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