The institutional adoption of learning analytics in the Netherlands is still low. This chapter presents a study on the challenges that Dutch higher educational institutions encounter when adopting learning analytics. The literature describes possible challenges regarding assets, data governance, data literacy, data quality, organizational culture, pedagogical grounding, privacy and ethics, and technical issues. Eight interviews with practitioners from four universities verified that all these challenges are causing problems for Dutch institutions as well. The practitioners provided recommendations on how to overcome these adoption challenges. Higher educational institutions need to demonstrate the value of learning analytics, provide users with training, clearly identify users' needs, and establish a ‘one-stop-shop' that acts as a single contact point within the organization. Combined with recommendations already present in the literature, this helps accelerate the successful adoption of learning analytics by Dutch higher educational institutions.
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|Published in||G. Durak, & S. Cankaya (Eds.), Perspectives on learning analytics for maximizing student outcomes|
|Key words||learning analytics, higher education, Netherlands|
|Digital Object Identifier||10.4018/978-1-6684-9527-8.ch003|