Using educational analytics for adaptive management of academic processes in universities

Abstract

Digital transformations in higher education have highlighted the need for further use of educational analytics as a separate mechanism to support adaptive management of academic processes. The purpose of the proposed article is to analyze the patterns in the application of analytical data to improve the effectiveness of management decisions in universities (using the example of Ukraine). The study was carried out within the framework of a mixed design, which combined quantitative data analysis of more than 15,000 students and semi-structured interviews (25 participants from among teachers and administrators). The proposed results demonstrate the existence of a steady growth in the digital activity of students (up to +59% in three years) and close links between behavioral and academic transformations (r = 0.55–0.71). The regression model made it possible to establish that separate, integrated analytical panels, regular reporting, and early warning systems have become the main factors for increasing the adaptability of management in modern universities. Qualitative analysis showed an increase in managerial reflexivity, ethical awareness, and staff readiness to further use analytics. The conclusions indicate that educational analytics has now become an effective mechanism for universities to transition to an adaptive model of effective management of educational processes.