Change Management for Learning Analytics

Sustainable Innovation in Productive Higher Education Environments
Part of the Advances in Analytics for Learning and Teaching book series (AALT)


Learning analytics draw on an eclectic set of methodologies and data to provide summative, real-time, and predictive insights for improving learning, teaching, organisational efficiency, and decision-making. The implementation of learning analytics at higher education institutions may have broad implications for the organisation and its stakeholders (e.g. students, academic staff, administrators) including changes in learning culture and educational decision-making. Hence, change management seems to be an essential prerequisite when implementing learning analytics, while change management includes approaches to prepare and support organisations and its stakeholders in making sustainable and beneficial organisational change. This chapter presents two case studies which exemplify the process of staff and technological change management processes required for successful implementation of learning analytics. Implications of the case study include insights into functioning implementation strategies highlighting the importance of open communication structures, transparency of decision-making, and the importance of systems thinking approaches.


Learning analytics Change management Higher education 



The author acknowledges the financial support by the Federal Ministry of Education and Research of Germany (BMBF, project number 16DHL1038) and Curtin University’s UNESCO Chair of Data Science in Higher Education Learning and Teaching (


  1. Antwi-Boampong, A. (2019). Towards a faculty blended learning adoption model for higher education. Education and Information Technologies, 1–24.
  2. Argyris, C., & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.Google Scholar
  3. Bannert, M. (2009). Promoting self-regulated learning through prompts. Zeitschrift für Pädagogische Psychologie, 23(2), 139–145.CrossRefGoogle Scholar
  4. Buckingham Shum, S., & McKay, T. A. (2018). Architecting for learning analytics. Innovating for sustainable impact. Educause Review, 53(2), 25–37.Google Scholar
  5. Dollinger, M., & Lodge, J. M. (2019). What learning analytics can learn from students as partners. Educational Media International, 56(3), 218–232. Scholar
  6. Dyckhoff, A. L., Zielke, D., Bültmann, M., Chatti, M. A., & Schroeder, U. (2012). Design and implementation of a learning analytics toolkit for teachers. Educational Technology & Society, 15(3), 58–76.Google Scholar
  7. Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24(1), 1–24.CrossRefGoogle Scholar
  8. Garg, R. K., & Jain, S. (2008). Impact of change management on competitiveness: A study of small scale industry in Punjab. Global Journal of Flexible Systems Management, 9(2–3), 55–60. Scholar
  9. Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71. Scholar
  10. Gibson, D. C., Huband, S., Ifenthaler, D., & Parkin, E. (2018). Return on investment in higher education retention: Systematic focus on actionable information from data analytics. Paper presented at the ascilite Conference, Geelong, VIC, Australia, 25-11-2018.Google Scholar
  11. Hechanova, R. M., & Cementina-Olpoc, R. (2013). Transformational leadership, change management, and commitment to change: A comparison of academic and business organizations. The Asia-Pacific Education Researcher, 22(1), 11–19. Scholar
  12. Huang, R., Spector, J. M., & Yang, J. (2019). Design-based research. In R. Huang, J. M. Spector, & J. Yang (Eds.), Educational technology. A primer for the 21st century (pp. 179–188). Singapore, Singapore: Springer.CrossRefGoogle Scholar
  13. Ifenthaler, D. (2015). Learning analytics. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 2, pp. 447–451). Thousand Oaks, CA: Sage.Google Scholar
  14. Ifenthaler, D. (2017). Are higher education institutions prepared for learning analytics? TechTrends, 61(4), 366–371. Scholar
  15. Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923–938. Scholar
  16. Ifenthaler, D., & Schumacher, C. (2019). Releasing personal information within learning analytics systems. In D. G. Sampson, J. M. Spector, D. Ifenthaler, P. Isaias, & S. Sergis (Eds.), Learning technologies for transforming teaching, learning and assessment at large scale (pp. 3–18). Cham, Switzerland: Springer.CrossRefGoogle Scholar
  17. Ifenthaler, D., & Widanapathirana, C. (2014). Development and validation of a learning analytics framework: Two case studies using support vector machines. Technology, Knowledge and Learning, 19(1–2), 221–240. Scholar
  18. Ifenthaler, D., & Yau, J. (2019). Higher education stakeholders’ views on learning analytics policy recommendations for supporting study success. International Journal of Learning Analytics and Artificial Intelligence for Education, 1(1), 28–42. Scholar
  19. Kanter, R., Stein, B., & Jick, T. (1992). The challenge of organizational change: How companies experience it and leaders guide it. New York: Free Press.Google Scholar
  20. Kevan, J. M., & Ryan, P. R. (2016). Experience API: Flexible, decentralized and activity-centric data collection. Technology, Knowledge and Learning, 21(1), 143–149. Scholar
  21. Klasen, D., & Ifenthaler, D. (2019). Implementing learning analytics into existing higher education legacy systems. In D. Ifenthaler, J. Y.-K. Yau, & D.-K. Mah (Eds.), Utilizing learning analytics to support study success (pp. 61–72). New York: Springer.CrossRefGoogle Scholar
  22. Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review, January, 96–103.Google Scholar
  23. Kotter, J. P., & Schlesinger, L. A. (2008). Choosing strategies for change. Harvard Business Review, July, 13–139.Google Scholar
  24. Kuster, J., Huber, E., Lippmann, R., Schmid, A., Schneider, E., Witschi, U., et al. (2015). Change management and dealing with resistance. In J. Kuster, E. Huber, R. Lippmann, A. Schmid, E. Schneider, U. Witschi, & R. Wüst (Eds.), Project management handbook (pp. 267–281). Berlin, Germany: Springer.CrossRefGoogle Scholar
  25. Lehmann, C. U., Unertl, K. M., Rioth, M. J., & Lorenzi, N. M. (2016). Change management for the successful adoption of clinical information systems. In J. Finnell & B. Dixon (Eds.), Clinical informatics study guide (pp. 435–456). Cham, Switzerland: Springer.CrossRefGoogle Scholar
  26. Locke, W., Cummings, W. K., & Fisher, D. (2011). Changing governance and management in higher education. Dordrecht, the Netherlands: Springer.CrossRefGoogle Scholar
  27. Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439–1459. Scholar
  28. Long, P. D., & Siemens, G. (2011). Penetrating the fog: Analytics in learning and education. Educause Review, 46(5), 31–40.Google Scholar
  29. Macfadyen, L. P., & Dawson, S. (2012). Numbers are not enough. Why e-learning analytics failed to inform an institutional strategic plan. Educational Technology & Society, 15(3), 149–163.Google Scholar
  30. Mah, D.-K., & Ifenthaler, D. (2017). Academic staff perspectives on first-year students’ academic competencies. Journal of Applied Research in Higher Education, 9(4), 630–640. Scholar
  31. Mah, D.-K., & Ifenthaler, D. (2018). Students’ perceptions toward academic competencies: The case of German first-year students. Issues in Educational Research, 28(1), 120–137.Google Scholar
  32. Menon, M. E., Terkla, D. G., & Gibbs, P. (Eds.). (2014). Investigating students’ expectations of the economic returns to higher educationUsing data to improve higher education. Global perspectives on higher education. Rotterdam, the Netherlands: Sense Publishers.Google Scholar
  33. Nouri, J., Ebner, M., Ifenthaler, D., Saqr, M., Malmberg, J., Khalil, M., et al. (2019). Efforts in Europe for data-driven improvement of education: A review of learning analytics research in seven countries. International Journal of Learning Analytics and Artificial Intelligence for Education, 1(1), 8–27. Scholar
  34. Phillips, J. R. (1983). Enhancing the effectiveness of organizational change management. Human Resource Management, 22(1–2), 183–199. Scholar
  35. Prinsloo, P., & Slade, S. (2014). Student data privacy and institutional accountability in an age of surveillance. In M. E. Menon, D. G. Terkla, & P. Gibbs (Eds.), Using data to improve higher education. Research, policy and practice (pp. 197–214). Rotterdam, the Netherlands: Sense Publishers.Google Scholar
  36. Psacharopoulos, G. (2014). The returns to investment in higher education. In M. E. Menon, D. G. Terkla, & P. Gibbs (Eds.), Using data to improve higher education. Global perspectives on higher education (pp. 121–148). Rotterdam, the Netherlands: Sense Publishers.Google Scholar
  37. Sandbaek, B. E., Helgheim, B. I., Larsen, O. I., & Fasting, S. (2014). Impact of changed management policies on operating room efficiency. BMC Health Services Research, 14(224), 2–10. Scholar
  38. Schumacher, C., Klasen, D., & Ifenthaler, D. (2019). Implementation of a learning analytics system in a productive higher education environment. In M. S. Khine (Ed.), Emerging trends in learning analytics (pp. 177–199). Leiden‚ NL: Brill.CrossRefGoogle Scholar
  39. Slade, S., & Prinsloo, P. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1510–1529. Scholar
  40. Trost, A. (2020). Managing change and transformation. In A. Trost (Ed.), Human resources strategies. Future of business and finance (pp. 329–347). Cham, Switzerland: Springer.CrossRefGoogle Scholar
  41. Tsai, Y.-S., Moreno-Marcos, P. M., Jivet, I., Scheffel, M., Tammets, K., Kollom, K., et al. (2018). The SHEILA framework: Informing institutional strategies and policy processes of learning analytics. Journal of Learning Analytics, 5(3), 5–20. Scholar
  42. Turvey, R. A., Kanavillil, N., Murray, C., & Reyes, G. (2018). Creating sustainable communities: Skills and learning in Ontario’s small urban municipalities. Environment, Development and Sustainability, 20(3), 1173–1190. Scholar
  43. Vey, K., Fandel-Meyer, T., Zipp, J. S., & Schneider, C. (2017). Learning & development in times of digital transformation: Facilitating a culture of change and innovation. International Journal of Advanced Corporate Learning, 10(1), 22–32.CrossRefGoogle Scholar
  44. West, D., Huijser, H., & Heath, D. (2016). Putting an ethical lens on learning analytics. Educational Technology Research and Development, 64(5), 903–922. Scholar
  45. Xiu, P., Yang, J., & Zhao, W. (2019). Change management of service-based business processes. Service Oriented Computing and Applications, 13(1), 51–66. Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.University of MannheimMannheimGermany
  2. 2.Curtin UniversityPerthAustralia

Personalised recommendations