Running head: Analytics in Higher Education: How Can Mohawk Benefit? Analytics in Higher Education: How Can Mohawk Benefit? Shannon Gould University of Ontario Institute of TechnologyAnalytics in Higher Education: How Can Mohawk Benefit? 2 Abstract Colleges and universities are exploring institutional data in new ways to discover opportunities and leverage competitive advantages. This paper explores the broad sector of analytics in higher education and how predictive modelling techniques specifically, can contribute to a rich student life-cycle and overall, institutional success and efficiency. Predictive analytics “allows for a continuous loop in which analysis informs decisions — decisions lead to outcomes that are then assessed and combined with updated data to make better-informed decisions. The purpose of this information provides insight to Mohawk on what applicants are most likely to enrol and register, demonstrate signs of trouble, persist to graduation, program planning, classroom scheduling optimization or maximizing alumni donations. The report concludes how the current analytic landscape at Mohawk can be enhanced using analytics, tools and strategies.Analytics in Higher Education: How Can Mohawk Benefit? Table of Contents Abstract Introduction Mohawk College Why Measure Student Activity and Achievement? Challenges at Mohawk Institutional Research Institutional Research at Mohawk Analytics in Higher Education Analytics at Mohawk Challenges addressed by Predictive Modelling Emerging Tools and Strategies Challenges induced by Predictive Modelling Conelusion oaaan " 15 16 18 20 21Analytics in Higher Education: How Can Mohawk Benefit? 4 Introduction Mohawk College is one of the province's 24 colleges of applied arts and technology in Hamilton, Ontario. As occurs at most higher education institutions, analytics is viewed as a tool to gain a competitive advantage, particularly in times of tightening budgets and increased competition. Senior administrators at Mohawk College have expressed interest in maximizing its institutional data by using analytic modelling and techniques to provide insight on the challenges and opportunities facing the institution and its students. These challenges include: + Improving student retention and graduation rates; + Improving institutional retum on investment on recruitment costs; * Increasing operational efficiency; + Institutional and programmatic accountability; «Improving student leaming outcomes; * Demonstrating success in key areas of focus for accrediting agencies and the government. This report presents key political, economic, social and technological events and trends and combines these with evidence-based factors that can provide insight to management and instructors during a semester that allows for a student's learning process to be tracked early and intercepted with supports to promote positive behaviours. In this way, data and analytics affect an institution's strategic directions, opportunities, challenges, and implementation of analytics.Analytics in Higher Education: How Can Mohawk Benefit? 5 Mohawk College There is no shortage of domestic and international applicants pursuing postsecondary education in Canada. In Ontario, potential students can choose to apply to one or more 20 public universities, 24 colleges or 400+ registered private career colleges (MTCU, 2014). Mohawk, one of the provinces 24 colleges, is aggressively marketing to attract applicants to fill their programs. Recruitment strategies include: recruitment events across the province, electronic and published literature for parents, applicants, and guidance counsellors, the use of social digital tools, campus tours, and advertising campaigns on billboards. Attracting applicants is not the only challenge; Mohawk endeavors to leverage student data to understand student momentum and student loss to provide insight on the cause and effect that influence students to persist or leave early, Likewise, Mohawk can benefit from identifying leaming issues through the process of institutional data analysis and predictive modelling techniques. Why Measure Student Activity and Achievement? Hanover Research presents a toolkit of predictors that can be applied to predict college success in the paper Predicting College Student Retention. Hanover (2011) describes student retention as students who either persist or run, Factors important in discovering these folks reside in achievement, demographic, financial, social, and psychological data. Achievement data contains factors that are the most consistent or strongest predictor of retention. High school GPA and SAT/ACT data are significant whenAnalytics in Higher Education: How Can Mohawk Benefit? 6 predicting retention as these are among the most consistent predictors. Similarly, high school rank and gateway “killer” courses, including the type of high school course, are important sources of information to feed into models to gain insight on historical underlying pattems of student momentum. Likewise, first semester (-year) college GPA are the strongest predictors of retention (Hanover, 2011). Standard factors in the demographic category include gender, race/ethnicity, household income, and first generation. Hanover (2011) found gender and race to be consistent predictors of retention although suggests the gender/retention relationship is complicated and claims gender is insignificant in models where other important predictors exist. Furthermore, first generation is a consistent predictor as first generation measures socio-economic status. Hanover suggests these folks receive little or no support from family or mentors and notably less financial support therefore, concluding they are “far less likely to persist.” (p. 7). Financial data such as loan aid, grant aid, work study aid, and financial need are important and simply stated, students who can afford are more likely to persist while students who cannot afford are more likely to run. Social data such as transfer student or commuter can contribute to predicting college student retention. For example, a new student who has transferred in may struggle with new surroundings and retreat from socialization and therefore considered less likely to persist. Similarly, commuters presumably experience more time pressures, have less time for social interaction and more likely to run.Analytics in Higher Education: How Can Mohawk Benefit? 7 Psychological category factors are a new and expanding field in analytics in the higher education domain. Hanover (2011) found data contained in student readiness inventories, self-esteem/self-efficacy, locus of control, and the big five personality traits provide additional insight into student differences. With respect to characteristics and traits, openness is typically associated with intelligence and reasoning and is more likely to persist. Conscientiousness traits are associated with discipline, focus, and typically higher GPAs, also more likely to persist. Students who are extraverted and agreeable are more likely to persist but equally have a small relationship with persistence. Likewise, Neuroticism is suggested to have a negative relationship with persistence and often associated with low grades, although Hanover notes this argument is based on weak evidence (p. 9-10), While Hanover suggests personality profiles are valuable to predictive modelling, they also suggest they are predictors of negative mental and behavioural attributes such as depression, absenteeism, and binge drinking. Hanover (2011) also cautions that respondents often under or over-estimate their personality traits. By the same token, locus of control, self-esteem, and student readiness inventories have been linked to educational success, the latter having the strongest predictor of persistence accompanied with GPA. In addition to the toolkit of predictors presented, Hanover reports on institutions currently implementing successful predictive models. For example, data suggests students who register late for courses are more likely to run and creating separate models for pre-enrolment and post-enrolment have important differences. Pre-enrolment contain high school GPA and assessment scores while post-Analytics in Higher Education: How Can Mohawk Benefit? 8 enrolment contain first semester (-year) GPA, number of credits complete, gateway/killer course performance, and extracurricular activities. Hanover reiterates the most common measure in academic research is retention and persistence is a simple way to measure success: “Students either stay in school and graduate or they do not.” (p. 4). The field of analytics can delve deep to uncover the patterns that inspire the measurements and inform decision-making. The power of analytics as a management awareness tool will inform institutional strategies focussing on completion rates, drop- out rates, and student debt. Challenges at Mohawk Most information collected by institutions and retained in large data sets is useful to feed into predictive models to identify pattems and suggest predictors for student success, persistence, recruitment, learning issues, and operational efficiencies. Mohawk has numerous repositories of data sets that include: © Financial aid and awards; * Student entrance survey; * Student engagement survey * Course feedback on teaching survey; + Competitor program, applicant, and student activity; + Leaming Management System activity; + Pre-enrolment; * Post-enrolment; * Academic and service unit intervention/engagement activiAnalytics in Higher Education: How Can Mohawk Benefit? 9 * Student identification card activity; * International students; © Alumni. Each of these fixed sub-system applications are established processes with their own unique procedures that contain important and useful information. These variations of institutional data create challenges for practitioners to unite data and prepare it for analysis and modelling. In spite of those challenges, information that is not readily available or not collected by Mohawk but proclaimed to be useful by Hanover Research includes psychological profiles, social engagement activity, “killer” courses, and institutional engagement activity such as student government, work on campus, and peer mentoring involvement. Multi-year data sets are significant in predictive modeling techniques to uncover the pattems and behaviours to enable evidence-based decision- making that can positively impact efficiency and effect positive change in the student life-cycle. Institutional Research The term Institutional Research (IR) is a breadth of systems, policies, and processes otherwise known as institutional data that facilitate and foster institutional understanding and improvement of higher education (Higher Education Research Institute, n.d.) Gagliardi and Wellman (2014) authors of Meeting Demand for Improvements in Public ‘System Institutional Research - Progress Report on the NASH Project in IR suggest Institutional Research is more about data collection, report writing, student related research and less analytical and communicative. According to their study of IR offices,Analytics in Higher Education: How Can Mohawk Benefit? 10 organization research in cost reduction, resource use, efficiency and effectiveness, and meeting workforce needs are typically conducted by budget and human resources offices and never united to form overall performance (p. 24). Their findings express differences in opinion between IR professionals and IR users about issues of capacity and future directions, as well as the need to draw upon expertise from complex organizations such as hospitals where accountability and change are driven by data. Likewise, all parties agreed that skills necessary to address data collection and report writing are not the same for emerging organization research and effective communication, New skills and perspectives are required in the IR field today to improve communication and to leam and think about ‘big data’ and what it means for IR overall (Gagliardi, J., Wellman, J., p. 26). Institutional Research at Mohawk In the mid-2000s, under new leadership, Mohawk’s attempt to collect, analyze, and report quantitative and qualitative data about their students, staff, curriculum, course offerings, and learning outcomes was established in the form of the recruitment and selection of an Institutional Research executive. IR at Mohawk “led to the development of questionnaires and surveys designed to provide strategic decision support in areas such as institutional evaluation, program development and evaluation, performance measurement, enrolment management and college planning’ (PSE Information Systems, 2014). While the foundations of Institutional Research was established at Mohawk, nevertheless, staff tumover and the institution's inability to conceptualize and modernize/retrofit the area with a strategic direction contributed to the department'sAnalytics in Higher Education: How Can Mohawk Benefit? "1 frequently changing purpose in the organization. In late 2013, the department was realigned to the Corporate Services division, reporting through the Corporate Reporting and Business Analytics unit. The curation, analysis, storage, reporting, transfer, and visualization for the majority of the institution's multiple data sets now reside in this unit. In alignment with the findings from the Progress Report on the NASH Project in IR, the capacity of Mohawk’s Institutional Research department is in the same state as most other IR offices. There is an expressed desire to identify and promote emerging practices in the field, find efficient ways to connect to data sets, improve data analytics, and disseminate and present information to decision-makers (p. 27). Based on the findings presented by Gagliardi and Wellmen, Mohawk ought to evaluate and focus on the need to strengthen capacity by seeking out extemal expertise to provide independent and fresh insight on strategies to reshape their IR functions based on the needs of the future (Gagliardi, J., Wellman, J., 2014), Analytics in Higher Education Jing Luan (2006) eloquently describes data mining as “a combination of an explicit knowledge base, sophisticated analytics skills, and domain knowledge to uncover hidden trends and pattems" (p. 3). Trends and patterns are the foundations of predictive models that allow practitioners to produce new observations from existing data. Higher education institutions have been the latest sector to adopt analytics for much of the same reasons as businesses: to increase financial and operational efficiency, to expand local and global impact, to establish new funding models in response to a changingAnalytics in Higher Education: How Can Mohawk Benefit? 12 economic climate, and to respond to accountability demands (van Bameveld, Arnold, Campbell, 2012). Many critical questions in business are paralleled in higher education and with the emergence of analytics in higher education, adopting practices to ensure organizational success is trending. Institutions want insight on retention, admissions, fund raising, and operational efficiency. Predictive analytics in higher education could provide insight on program planning, classroom scheduling optimization, and maximizing alumni donations. van Bameveld, Arnold, and Campbell (2012) claim that, while the rationale for adopting analytics is clear, the terms to describe and explain the differentiation is not. There are many misconceptions about analytics. As expressed in the paper Analytics in Higher Education: Establishing a Common Language, the authors affirm that society is driven by data: where progress in an activity is compelled by data rather than by experience or intuition. The term analytics is often referred to either by topic (health analytics, safety analytics, geospatial analytics), by intent of activity (descriptive analytics, predictive analytics, prescriptive analytics), and by object of analysis (Twitter analytics, Facebook analytics, Google analytics). Overall, defining analytics is inconsistent and without a clear, common language, difficulties will arise. While analytics is not a one-size-fits-all venture, it should be considered a “goal- directed practice” (van Barneveld, Amold, Campbell, 2012). The breadth of analytics differs by technologies, skills, where analytics is used and who performs them, and not to mention analytics means different things to different people. van Barneveld et al (2012) collected the conceptual and functional definitions for various types of analyticsAnalytics in Higher Education: How Can Mohawk Benefit? 13 and further synthesized them down to a converged set of definitions and conceptual model as seen in Figure 4 ANALYTICS Benes erreur itd : : ear ae ais Predictive eae 7 = PeTeenc cue ctub ur lias) Figure 1 Conceptual Framework of Analytics in Business and Higher Education © van Bameveld et al (2012) acknowledge distinct definitions exist for various types of analytics used in higher education but, analytics are intended to work as a cohesive and integrated whole that serves all levels in an institution. Analytics is an overarching concept desoribed as data-driven decision-making. Business and academic analytics are parallel concepts with similar objectives and intents. At this level, executives and management would access real-time and historical performance dashboards by academic and service units. Learning analytics veers from business and academic streams in the conceptual model as it does not have the same goals. In the higher education sector leaming analytics focuses on the leamer and leamer behaviours: student information system data and leaming management system data to manage student success. Likewise, predictive analytics serves all levels of business and higherAnalytics in Higher Education: How Can Mohawk Benefit? 14 education by linking collected data, intelligent action taken as a result of analysis and informed decision-making (van Barneveld et al., 2012). Scholarship of Teaching and Learning (SoTL) is a transformative academic analytic factor and a substantial contribution to the concept proposed by van Bameveld et al. The focus of SoTL is mainly on encouraging practitioners and scholars to: share thelr research with the community, be open to feedback and critique, and present findings in ways that the community can build upon. While this is the “driving force behind theory, pedagogy, and student leaming research’ (p. 6), notably, SoTL is not the focus of this paper. The authors of Analytics in Higher Education: Establishing a Common Language propose definitions as seen in Figure 2, “to establish a clear delineation of terms when we speak of analytics in the educational domain" (van Bameveld et al., 2012, p. 8). By suggesting distinct definitions and differentiating between levels of focus, professionals in higher education can communicate information more effectively and disseminate analysis in a common and parallel manner.Analytics in Higher Education: How Can Mohawk Benefit? 15 Proposed le Projects Level ot Focus | (see below for links) ‘Analytics | Anoverrching concept tats donned. as | Attevels ‘+ MFReporis Dasiboara ‘ata ven dettson mang (rer + Leaning and Career Rashanken, outcomes ‘Reademio | A process for peoviing Ngher eaveation | instuton + EMlectweness Souroes ‘Analytics | isillions wih the data necessary fo Portal (ES?) support operational and Nanci ‘+ Sponsored Project ‘decision making (adapted rom Goldstein rcellence achieved and Ka). lhyough Redesign (SPEAR) Learning | Theusectanalyicteciiques tone | Oeparmmeny’ | » Course signals ‘Analytics | target instuctonal,curear, and eames Check my Acty support resources to support he ‘achievement of specie eaming goals {adapted rom Bact, Predietive | Anarea of statatical anaes hatceals | Allevels + Student Suecess Pian ‘Analyte | wih esractng information using various + Student Readiness ‘eemnoogis to uncover reatonships. Inventory and pattems win arg volumes o data that can be used fo prec behavior and events (adapted om Eckersen). Figure 2 Proposed Definitions for Analytics In Higher Education © Beyond the insight gained from this paper, these terms should serve as a common language for practitioners. van Bameveld et al (2013) proctaim these contributions are a major advancement in the analytics in higher education conversation and encourage practitioners to develop a community of practice focussed on furthering the discussion in this field. Analytics at Mohawk Mohawk's investment in analytics is expected to be deep-rooted in the analysis and presentation of data or data mining by practitioners. Jing Luan (2006) proposes, “Data mining enables organizations to use their current reporting capabilities to uncover and understand hidden patterns in vast databases. These pattems are then built into data mining models and used to predict individual behavior with high accuracy.” (p. 3). Mohawk demonstrated their commitment to analytics by acquiring SPSS Modeller, aAnalytics in Higher Education: How Can Mohawk Benefit? 16 data mining and text analytics software application built by IBM (Wikipedia, 2014) in April 2014 and collaborated with Newcomp Analytics in developing a Proof of Concept (POC). The POC utilized student data sets curated from 2005 to 2012 to investigate the concepts: a) students graduate on time versus do not graduate and b) students graduate out-of-syne versus do not graduate. The collaboration created useful data in a process that was feasible. Likewise, concepts and theories offered by experts in the field such as Hanover Research, Eduventures, NMC Horizon Report, and Hung and Zhang, offer Mohawk the potential to model, identify pattems, and suggest predictors for student success, persistence, recruitment, learning Issues, and operational efficiencies. Challenges Addressed by Predictive Modeling Predictive analytics as a management too! in the higher education sector is a relatively late adopter, as noted. Building predictive analytics into institutional strategies can enable evidence-based decision-making that can positively impact efficiency and effect positive change in the student life-cycle by predicting learner behaviours in the areas of recruitment, leaming outcomes, and retention. The purpose of this information provides insight to the institution on what applicants are most likely to enrol and register, demonstrate signs of trouble or persist to graduation. Predictive analytics “allows for a continuous loop in which analysis informs decisions — decisions lead to outcomes that are then assessed and combine with updated data to make better-informed decisions.” (Eduventures, 2013). In their review of literature, Eduventures (2013) discover an important challenge with predictive analytics, “gathering accurate data that can be dissected, analyzed, cross-referenced, and transformed to inform strategy.” (p. 6). MostAnalytics in Higher Education: How Can Mohawk Benefit? 17 institutions have many discrete systems that act as repositories as institutions have adapted to technology over time. To have so many sources of data leads to “multiple versions of the truth” (p. 6). However, having mounds of historical data in any form is, important when discovering underlying patterns, Predictive analytics is used in student recruitment to determine the likelihood of inquiries turning into applicants based on factors such as; ethnicity, geographic location, anticipate college major, and source of first contact. Admissions apply scores to each factor and can appropriately direct efforts to those that rate in favour of transitioning from an inquiry to an applicant. Additionally, analysis on current students and the high school they were recruited from is also valuable information. Admissions can step up recruitment efforts in those high schools that yield a higher proportion of student registrants. Predictive analytics has been extended to develop a sophisticated model that provides insight on upcoming academic intakes by incorporating public school and Statistic Canada data. Having advanced knowledge of a future declining intake can be countered by offering an intake increase in an earlier term. Predictive analytics in student retention is becoming popular among colleges and universities. Some institutions are far more advanced than others in this field, Eduventures (2013) reports student retention is more complex to dissect. An arguable notion suggests that retention-related factors on a student's likelihood to persist are available during the recruitment process, and it is suggested that a decision to extend an offer of admission could potentially rely on that student's likelihood to persist score. While it is not uncommon for institutions to build an at-risk profile of their students, riskAnalytics in Higher Education: How Can Mohawk Benefit? 18 factors can vary. For example, institutions are expanding their risk profiles to include: LMS login frequency, level of self-confidence, level of social integration, study skills, and declaration of major, Eduventures (2013) claims one institution spent years to ensure its data was reliable before applying predictive modeling techniques. This institution rolled out a strategic plan to: determine long-term viability of majors, adjust recruitment of faculty based on predicted enrolments, link financial aid awards to students with the likelihood to persist, and improve academic advising through use of dashboards and early-waming systems. Eduventures denotes that having good data is not the only critical factor. The institution must have the culture to collect, analyze, and use data to make informed decisions, Moreover, the institution has to have appropriate staffing to manage, use, and understand its data and the business thoroughly. Commitment from the highest level of administration to institutionalize the notion of predictive analytics is important and will have an impact on the resources, dissemination, and deployment of analytics campus-wide (Eduventures, 2013). Emerging Tools and Strategies Educational data mining (EDM) Is a new, underdeveloped academic field. Early EDM research methodology mostly focuses on web usage mining, a marketing technique used to study online consumer behaviours. Development of standard procedures for educational web-usage mining and learning behaviour differentiation is needed. Hung and Zhang (2008) claim educational research with data mining techniques has “great potential and is particularly needed for improving online teaching and leaming, but it is still at the initial stage” (p. 428). Hung and Zhang collected and analysed learningAnalytics in Higher Education: How Can Mohawk Benefit? 19 management system (LMS) student data such as login frequency, accessing course material frequency, number of messages read, number of messages posted, and number of synchronous discussions attended. The frequency of accessing course materials and number of messages read were found to be the important predictive variables of performance in this study (Hung, Zhang, 2008). Students performed better academically when they participated frequently in accessing course materials, posting and responding to messages, and attending synchronous discussions. The ability to provide instructors with this data during a semester allows for a student's learning process to be tracked early and intercept with supports to promote positive behaviours. One of the benefits proposed in educational data mining analysis is to collect and analyze the first one to four weeks of a new semester and build predictive models to facilitate the management of learning outcomes, teaching and learning strategies, or offering a customized learning environment especially in an online course (Hung, Zhang, 2008). Furthermore, LMS login event analysis can reveal behaviour patterns that provide insight on scheduling course assignments and teaching commitments. For example, studies have shown that leamers login to their course environment on the first day to source out tasks and assignment details but usually dedicate the last two days prior to the assignment deadline to complete the tasks and no student work on Fridays or Saturdays typically take place. Since there is evidence the highest login frequency occurs in the first few weeks of a course, instructors would be wise to invest time and effort into this critical time period to guide learners. The ability of having this information available andAnalytics in Higher Education: How Can Mohawk Benefit? 20 applying action to the knowledge, instructors could strategically schedule course materials and promote learner engagement, especially in an online environment. What is more, the NMC Horizon Report: 2014 Higher Education Edition describes Learning Analytics as “an educational application of “big data,” a branch of statistical analysis that was originally developed as a way for businesses to analyze commercial activities, identify spending trends, and predict consumer behaviour" (p. 38). This global trend and yet relatively new, undeveloped field for education is the hottest trend to “improve student engagement’ and “provide a high-quality, personalized experience for learners.” (NMC, 2014). Challenges Induced by Predictive Modeling Although predictive analytics can be a very powerful management tool to aide in making informed decisions, it can also be perilous. Thomas C. Redman (2014) explains predictive modeling algorithms are sensitive to bad data and will respond to the inputs fed into them. For example, bad data and hidden false assumptions embedded in data sets will be interpreted by the software and produce results that may be misleading Redman also notes that a soft factor such as tacit knowledge of an experienced manager is not interpretable by algorithms. He cautions “managers should not be seduced into thinking that predictive algorithms are all-knowing. They are not.” (Redman, 2014). As noted earlier, there are multiple data sets at Mohawk with their ‘own unique processes and procedures. This poses serious challenges for practitioners to unite data as information may be stored in repositories with missing or incorrect values, inconsistent data structures or embedded assumptions. Redman adds “badAnalytics in Higher Education: How Can Mohawk Benefit? 24 data is all too common and the impact on predictions can be subtle or vicious” (p. 4). It Is significant to predictive modelling that practitioners understand the data, predominant variables, and the implications of assumptions. Redman cautions practitioners to never trust an algorithm and develop a keen intuition to know when the algorithm breaks down (Redman, 2014), Conelusion This paper informs how analytics in higher education has emerged and the potential it holds as a relatively new, as-yet largely untapped field, Specific to this sector, analytics has acquired a plethora of terms and definitions in a short time and often the concepts are cross-referenced incoherently. A common language and concept for analytics in higher education was introduced to guide practitioners and encourage an open discussion to further advance this field. Proven methods and best practices were highlighted to inform and guide Mohawk practitioners with their predictive modelling initiatives and lastly, the paper focuses on what the analytics landscape at Mohawk College currently looks like and potentially where analytics can diverge. Mohawk can maximize its competitive advantage by utilizing its institutional data and leveraging proven research methods, theories, and concepts when it comes to predictive analytics in higher education,Analytics in Higher Education: How Can Mohawk Benefit? 22 References Eduventures. (2013). Predictive analytics in higher education data-driven decision- making for student life cycle. [PDF]. Eduventures Inc. 3-12. Retrieved from http:/Avww.eduventures.com/wp- content/uploads/2013/02/Eduventures_Predictive_Analytics_White_Paper1 pdf. Gagliardi, J.S., Wellman, J. (2014). Progress report on the NASH project in IR. [PDF]. Meeting Demand for Improvements in Public System Institutional Research. Retrieved from http:/www.deliveryinstitute.org/sites/defaultifiles/NASH-IR- Report.pdf Hanover Research, (2011). Predicting college student retention. [PDF]. Academy ‘Administration Practice. 2-16.Retrieved from http:/Avww.algonquincollege.com/student-success- committee/files/2013/1 1/Predicting-College-Student-Retention-Literature-Review- 1.pdf?file=2013/1 1/Predicting-College-Student-Retention-Literature-Review- 1.pdf. Higher Education Research Institute (n.d.). Mission. Retrieved November 25, 2014, from http:/Awww.heri.ucla.eduAnalytics in Higher Education: How Can Mohawk Benefit? 23 Hung, J., Zhang, K.. (2008). Revealing online leaming behaviors and activity patterns and making predictions with data mining techniques in online teaching, {PDF}. Merlot: Journal of Online Learning and Teaching, Vol. 4 (4), 426-435. Retrieved from http://jolt.merlot.org/vol4no4/hung_1208.pdf. Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC horizon report: 2014 higher education edition. [PDF]. The New Media Consortium. 38-39. Retrieved October 20, 2014, from http://www.nme.ora/pdf/2014-nme-horizon- report-he-EN.pdf. Luan, J. (2006). Data mining applications in higher education. [PDF]. SPSS Inc.3-4 Retrieved from http:/Awww.insol.|t/media/collateral/modeling/education. pdf. MTCU. (n.d.). Go to college or university in Ontario. Retrieved November 9, 2014, from http://www. ontario.ca/education-and-training/go-college-or-university-ontario. PSE Information Systems. (n.d.). About the founder. Retrieved November 10, 2014, from https://pseinfosys.com/. Redman, T. C. (2014). Algorithms make better predictions - except when they don't. Harvard Business Review. Retrieved November 26, 2014 from https://hbr.org/2014/09/algorithms-make-better-predictions-except-when-they- dont!Analytics in Higher Education: How Can Mohawk Benefit? 24 : SPSS Modeler. (n.d.). In Wikipedia. Retrieved November 10, 2014, from http://en.wikipedia.org/wiki/SPSS_Modeler, van Bameveld, A., Amold, K., Campbell, J. (2012). Analytics in higher education: establishing a common language. [PDF]. Educause Learning Initiative. 2-9. Retrieved from http://net.educause.edulir/library/pdf/EL13026.pdf.