Towards a datafication framework for higher education institutions student success: A systematic review

Abstract

Customer success is key to customer retention. Seemingly, this is equally true in the higher education space, as students are customers of Higher Education Institutions (HEIs) and, therefore, the primary reason for HEIs' existence. In view of this, it is important to understand and improve student success, which is dependent on different data indicators. Being guided by student success data indicators in HEI administration is necessary as it’s beneficial to both HEIs and their students, as through it, students can complete their qualification on time, and HEIs generate revenue. In the South African context, with its high unemployment rate and high dropout rates, understanding HEI student success is vital. However, HEIs are accustomed to collecting data rather than utilizing it for transformational activities, there has been an increase in research/publications on student success datafication frameworks in higher education in South Africa. However, these studies in isolation do not give the complete picture. This paper aims to systematically review the South African-based HEI student success data-related frameworks, including their underlying principles, trends, challenges, gaps, and future opportunities for improvement. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses method was used. Based on a clearly outlined search strategy, 508 publication abstracts were considered for review. Of these abstracts, 40 were selected for further review based on the inclusion and exclusion criteria, and thereafter, 16 publications were included in the final review. The systematic review findings indicated that mostly data point indicators exist as compared to datafication frameworks. Furthermore, limited studies have been conducted on private higher education institutions in South Africa. Additionally, public sector studies have focused on first-year students; therefore, no segmentation. The implication of this study is that it sets the tone for future work within datafication, student success, and higher education, potentially enabling HEIs to approach transformational data.