Breytenbach, JohanJongile, Sonwabo2024-01-222024-05-032024-01-222024-05-032023https://hdl.handle.net/10566/12709Magister Commercii - MComLearning Analytics (LA) has emerged as a study domain within higher education, combining elements of Business Intelligence (BI) and education-focused analytics. It implies principles and processes similar to BI in the business field. LA primarily focuses on analysing student-institution interactions, student success factors, and the effectiveness of teaching and learning approaches such as traditional face-to-face, online, and blended learning. Like in the business field, LA relies on quality data inputs, which vary in their accuracy and completeness. Over the past two decades, higher education institutions (HEIs) have experienced significant changes related to the adoption of Information and Communications Technologies (ICTs). These changes aimed to improve operational efficiency, enhance management effectiveness, and increase competitiveness. Operational efficiency involved automating information-based processes, while management effectiveness included the implementation of Institutional Management Systems (IMS) such as Enterprise Resource Planning (ERP) and Student Information Systems (SIS). To improved competitiveness, HEIs implemented strategic information systems, shifted to online learning, and utilised blended learning practices through integrated Learning Management Systems (LMS) and Marks Administration (MAS).enBusiness intelligenceAt-risk studentsInstitutional administrative systemsLearning AnalyticsLearning Management SystemThesisUniversity of the Western Cape