The Framework for Business Intelligence Driven Analysis of Study Course Teaching Efficiency

As Lithuanian higher education institutions are forced to compete between themselves and with foreign universities, the ability to constantly monitor and improve study quality becomes paramount. Among the internal resources available for this task comprehensive data stored by local Academic Informat...

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Bibliographic Details
Published in:TRANSFORMATIONS IN BUSINESS & ECONOMICS 2013-01, Vol.12 (1A), p.429-442
Main Authors: Sakys, Vigintas, Kapocius, Kestutis, Butleris, Rimantas, Lopata, Audrius, Gudas, Saulius
Format: Article
Language:eng ; lit
Subjects:
Business information
Business intelligence
Business intelligence software
Decision support systems
Efficiency
Higher education
Information systems
Lithuania
Pedagogy
Quality of education
Quality of service
Studies
Teaching
Teaching methods
Universities
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Summary:As Lithuanian higher education institutions are forced to compete between themselves and with foreign universities, the ability to constantly monitor and improve study quality becomes paramount. Among the internal resources available for this task comprehensive data stored by local Academic Information Systems have been used. However, standard data analysis capabilities often fail to transform this data into conclusive, knowledge-containing insights. The aim of the presented research was to address this issue by developing a framework for monitoring teaching efficiency of study course with the help of modern Business Intelligence solutions. The framework has been implemented at the Faculty of Informatics of Kaunas University of Technology, and the developed prototype proved to be a promising decision-making tool. It is possible to presume our findings could be beneficial to other higher education institutions willing to invest in solutions of monitoring the teaching quality. At the center of the proposal, there is a developed set of seven key indicators of the performance that can be combined to get an objective and easily understandable evaluation of efficiency of course teaching. [PUBLICATION ABSTRACT]
ISSN:1648-4460
2538-872X