Cultural Constraints in Learning Analytics Implementation Strategies

Concurrent Session 8

Session Materials

Brief Abstract

This is an aggregate of two studies. The first study used the Delphi method and surveyed global experts in learning analytics. The second study surveyed adjunct faculty in a distributed university. The two studies when combined present a holistic view of learning analytics, thoughts on implementation, and issues surrounding adoption.


Denise Bollenback is an Assistant Professor within the College of Business at Embry-Riddle Aeronautical University Worldwide Campus. She has developed several online courses, including IT Management, Strategy, and Governance, Business Analytics for Managers, and Business Intelligence and Data Analytics. She also has an Ed.D in Instructional Technology and Distance Education (ITDE) from Nova Southeastern University. Prior to becoming an Assistant Program Chair, she was a Systems Analyst in the Learning Technology Services department where she played several roles. She was a system administrator for the learning management system, a project manager for new learning technology implementations, and a faculty trainer, helping faculty build their courses and use the various learning technology systems provided at Embry-Riddle.
Dr. Glassman is an Assistant Professor of Management and IT Strategy in the College of Business at Embry-Riddle Aeronautical University – Worldwide. Dr. Glassman is the Department Chair of the Technology Management Department and previously served as the Program Chair of the Master of Science in Management (MSM) Program. Dr. Glassman has a Doctorate of Management with focus on Management and IT Strategy from the University of Maryland University College; a Master’s of Aeronautical Science with dual specialization in Aeronautics and Human Factors from Embry-Riddle Aeronautical University; and a Bachelor’s of Science in Human Development from Empire State College. Dr. Glassman has diverse set of applied interests including management, organizational behavior, IT strategy, analytics, enterprise architecture, teaching and technology, social responsibility, and applications of such in general business and the aviation industry. His research has been published in Compensation and Benefits Review, Issues in Information Systems, Global Education Journal, International Journal of Aviation, Aeronautics, and Aerospace, Journal of International Business Education, Air & Space Power Journal and Business Horizons. In addition, Dr. Glassman serves on the editorial board for the Enterprise Architecture Body of Knowledge (EABOK). Dr. Glassman is an aviation enthusiast who founded a regional aviation training academy and leveraged technology to deliver rich, web-based content to aspiring pilots. In addition, he is a FAA Safety Team representative, Gold Seal Flight Instructor (single/multi, instrument), and pro bono business consultant to women and minority owned business. He is also the President and Chief Executive Officer of an award-winning condominium association with more than 300 homes. Dr. Glassman resides in Virginia Beach, VA with his wife Nicole and son Zach. He enjoys canoeing, fishing, mountain biking, swimming, tech projects, and anything that brings out his inner geek.

Extended Abstract

Throughout this presentation, Dr. Aaron Glassman and Dr. Denise Bollenback will reveal expert and adjunct faculty opinions expressed through two different original research studies they have conducted within the past year.  After conducting a Delphi research study of 21 global expert opinions as well as collecting 113 adjunct faculty perceptions in a distributed university setting, we have analyzed various challenges, barriers, and constraints in the diffusion of learning analytics.  These studies will be combined to create a holistic view of learning analytics from the novice opinion through expert opinion and highlight where those opinions converge and diverge.  The goal of both studies is to better understand pertinent constraints in learning analytics implementations across multiple organizational cultures and how to address those constraints. Using various change management theories and formulas as a framework, we will provide a thoughtful discussion for learning analytics implementations from two diverse yet complimentary viewpoints.

Managing change and subsequent resistance to change is one of the many challenges facing higher education institutions when attempting to implement a learning analytics strategy. Change management involves creating an environment that fosters consistent use of learning analytics toward continuous improvement initiatives. Throughout the results of these studies, several organizational behaviors and change management issues have come to light. Major stakeholders have an interest in leveraging insights based on analytics results to improve students’ success; however, their priorities tend to fall within their individual roles as faculty, program chairs, deans, students, tutors, teaching assistants, advisors, student success advocates, etc. In this presentation, we will explain the major findings from these research studies, while accentuating the most important influential factors of learning analytics implementation strategies. Our goal is to provide insights that will allow stakeholders to be in a better position to determine the most effective way to plan for organizational changes in culture within learning analytics implementations.