A systematic review of data analytics adoption in faith-based universities in Kenya

Mercy Kibe; Steve Ouma Akoth; Shem Mwalw’a

doi:10.51867/ajernet.6.4.25

Autores

Mercy Kibe
mercykibe@gmail.com
Institute for Social Transformation, Tangaza University, Kenya
Steve Ouma Akoth Institute for Social Transformation, Tangaza University, Kenya
Shem Mwalw’a Institute for Social Transformation, Tangaza University, Kenya https://orcid.org/0000-0003-0112-3208

Palavras-chave:

Adoption of Data Analytics, Human Capital Development, Faith-Based Universities, Institutional Theory

Resumo

This study presents a systematic literature review examining the adoption of data analytics in Faith-Based Universities (FBUs) in Kenya, with emphasis on the role of human capital development (HCD) and institutional readiness. Anchored on the Unified Theory of Acceptance and Use of Technology (UTAUT) and Institutional Theory, the review synthesized evidence from sixty peer-reviewed studies published between 2015 and 2025. Guided by PRISMA protocols and quality-appraised using the Mixed-Methods Appraisal Tool (MMAT), the analysis applied thematic synthesis to capture enablers, barriers, and institutional impacts. Findings reveal that FBUs remain at an early stage of adoption compared to public and private secular universities, constrained by infrastructural deficits, limited digital literacy, financial challenges, and theological caution. Leadership commitment, investment in ICT infrastructure, and cross-institutional collaborations emerged as key enablers, while human capital development was identified as a cornerstone for sustainable adoption. Evidence shows that where analytics were successfully integrated, FBUs experienced gains in student monitoring, institutional planning, regulatory compliance, and governance transparency, especially when aligned with faith-based missions and values. The review concludes that advancing analytics adoption in FBUs requires embedding data use into strategic plans, scaling continuous staff training, and fostering evidence-based cultures that harmonize technological innovation with institutional identity.

Dimensions

REFERENCES

Adeniran, I., Efunniyi, C., Osundare, O., & Abhulimen, A. (2024). Integrating data analytics in academic institutions: Enhancing research productivity and institutional efficiency. International Journal of Scholarly Research in Multidisciplinary Studies, 5(1), 77-87. https://doi.org/10.56781/ijsrms.2024.5.1.0041 DOI: https://doi.org/10.56781/ijsrms.2024.5.1.0041

Adepoju, A., & Pub, A. (2025). A data governance framework for high-impact programs: Reducing redundancy and enhancing data quality at scale. International Journal of Multidisciplinary Research and Growth Evaluation, 4(1), 1141-1154.

https://doi.org/10.54660/.IJMRGE.2023.4.6.1141-1154 DOI: https://doi.org/10.54660/.IJMRGE.2023.4.6.1141-1154

Ahmed, J., Kathambi, B., & Robert, K. (2023). Barriers to community participation in governance standards setting for sustainable mangrove management in Lamu County. Open Journal of Forestry, 13(4), 353-367. https://doi.org/10.4236/ojf.2023.134021 DOI: https://doi.org/10.4236/ojf.2023.134021

Alsheikh, M. (2018). Challenges facing big data adoption in developing countries' higher education. International Journal of Information and Communication Technology Education, 14(3), 22-34.

Al-Zahrani, A., & Alasmari, T. (2023). Learning analytics for data-driven decision making: Enhancing instructional personalization and student engagement in online higher education. International Journal of Online Pedagogy and Course Design, 13(1), 1-18.

https://doi.org/10.4018/IJOPCD.331751 DOI: https://doi.org/10.4018/IJOPCD.331751

Anthun, K., Håland, E., et al. (2024). What influences the use of HR analytics in human resource management in Norwegian municipal health care services? BMC Health Services Research, 24, 1131. https://doi.org/10.1186/s12913-024-11610-y DOI: https://doi.org/10.1186/s12913-024-11610-y

Aro, O. (2024). Predictive analytics in financial management: Enhancing decision-making and risk management. International Journal of Research Publication and Reviews, 5(10), 2181-2194. https://doi.org/10.55248/gengpi.5.1024.2819 DOI: https://doi.org/10.55248/gengpi.5.1024.2819

Bai, X., Zhang, F., Li, J., Guo, T., Aziz, A., Jin, A., & Xia, F. (2021). Educational big data: Predictions, applications, and challenges. Big Data Research, 26, 100270. https://doi.org/10.1016/j.bdr.2021.100270 DOI: https://doi.org/10.1016/j.bdr.2021.100270

Bowers, A. J., Choi, Y., Shi, H., Sun, F., Sun, H., Williams, J., & Weeks, S. (2022). Mapping 16 equity indicators to the New York City schools public datasets: Access, opportunity, and outcomes. Teachers College, Columbia University.

Coolen, P., Heuvel, S., Voorde, K., & Paauwe, J. (2023). Understanding the adoption and institutionalization of workforce analytics: A systematic literature review and research agenda. Human Resource Management Review, 33(4), 100985. https://doi.org/10.1016/j.hrmr.2023.100985 DOI: https://doi.org/10.1016/j.hrmr.2023.100985

Daniel, B. (2015). Big data and analytics in higher education: Opportunities and challenges. British Journal of Educational Technology, 46(5), 904-920. https://doi.org/10.1111/bjet.12230 DOI: https://doi.org/10.1111/bjet.12230

DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), 147-160. https://doi.org/10.2307/2095101 DOI: https://doi.org/10.2307/2095101

Frempong, D., Akinboboye, O., Okoli, I., Afrihyia, E., Umar, M., Umana, A., Appoh, M., & Omolayo, O. (2022). Real-time analytics dashboards for decision-making using Tableau in public sector and business intelligence applications. Journal of Frontiers in Multidisciplinary Research, 3, 65-80. https://doi.org/10.54660/.IJFMR.2022.3.2.65-80 DOI: https://doi.org/10.54660/.IJFMR.2022.3.2.65-80

Gamede, B., Ajani, O., & Afolabi, O. (2021). Exploring the adoption and usage of learning management systems as an alternative for curriculum delivery in South African higher education institutions during COVID-19 lockdown. International Journal of Higher Education, 11(1), 71-81. https://doi.org/10.5430/ijhe.v11n1p71 DOI: https://doi.org/10.5430/ijhe.v11n1p71

Gbadebo, A. (2024). Digital transformation for educational development in Sub-Saharan Africa. International Journal of Social Science and Religion, 5(3), 397-418. https://doi.org/10.53639/ijssr.v5i3.262 DOI: https://doi.org/10.53639/ijssr.v5i3.262

Ghosh, P., Sharma, A., Sharma, K., Priya, P., & Prasad, S. (2024). Harnessing AI for organizational excellence: Interdisciplinary strategies for enhancing marketing, HR, and financial performance through data-driven decision-making. European Economics Letters, 14(2), 632-640.

Gkrimpizi, T., Peristeras, V., & Magnisalis, I. (2023). Classification of barriers to digital transformation in higher education institutions: Systematic literature review. Education Sciences, 13(7), 746. https://doi.org/10.3390/educsci13070746 DOI: https://doi.org/10.3390/educsci13070746

Hong, Q. N., Pluye, P., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O'Cathain, A., Rousseau, M.-C., & Vedel, I. (2018). Mixed methods appraisal tool (MMAT), version 2018, user guide. McGill. http://mixedmethodsappraisaltoolpublic.pbworks.com

Johar, N. A., Kew, S., Tasir, Z., & Koh, E. (2023). Learning analytics on student engagement to enhance students' learning performance: A systematic review. Sustainability, 15(10), 7849. https://doi.org/10.3390/su15107849 DOI: https://doi.org/10.3390/su15107849

Jones, K., Asher, A., Goben, A., Perry, M., Salo, D., Briney, K., & Robertshaw, M. (2020). "We're being tracked at all times": Student perspectives of their privacy in relation to learning analytics in higher education. Journal of the Association for Information Science and Technology, 71(9), 1048-1059. https://doi.org/10.1002/asi.24358 DOI: https://doi.org/10.2139/ssrn.3565553

Khor, E., & Mutthulakshmi, K. (2023). A systematic review of the role of learning analytics in supporting personalized learning. Education Sciences, 14(1), 51. https://doi.org/10.3390/educsci14010051 DOI: https://doi.org/10.3390/educsci14010051

Knight, S., Buckingham Shum, S., & Littleton, K. (2016). Epistemology, pedagogy, assessment, and learning analytics. Journal of Learning Analytics, 3(2), 187-210.

Larrabee Sonderlund, A., Hughes, E., & Smith, J. (2018). The efficacy of learning analytics interventions in higher education: A systematic review. British Journal of Educational Technology, 50(5), 2594-2618. https://doi.org/10.1111/bjet.12720 DOI: https://doi.org/10.1111/bjet.12720

Mbatha, B., Ngcobo, S., & Mhlongo, B. (2021). Exploring educators' readiness for digital transformation in rural-based universities. South African Journal of Higher Education, 35(6), 112-128.

Mohammed, M. S. (2024). Review of literature on the use of learning analytics and learning analytical dashboards in improving student performance in higher education institutions in Kenya. International Journal of Research and Innovation in Applied Science, 9(5).

https://doi.org/10.51584/IJRIAS.2024.90214 DOI: https://doi.org/10.51584/IJRIAS.2024.90214

Mokhtari, F. (2023). Fostering digital literacy in higher education: Benefits, challenges, and implications. International Journal of Linguistics, Literature, and Translation, 6(10), 160-167. https://doi.org/10.32996/ijllt.2023.6.10.19 DOI: https://doi.org/10.32996/ijllt.2023.6.10.19

Mukuni, J. (2019). Challenges of educational digital infrastructure in Africa: A tale of hope and disillusionment. Journal of African Studies and Development, 11(7), 59-63. https://doi.org/10.5897/JASD2019.0539 DOI: https://doi.org/10.5897/JASD2019.0539

Mwangi, J. (2024). Impact of digital learning tools on student performance in Kenya. African Journal of Education and Practice, 9, 13-22.

https://doi.org/10.47604/ajep.2521 DOI: https://doi.org/10.47604/ajep.2521

Nikita, N. A., Azim, K. S., Jafor, A., Shayed, A. U., Hossain, M. A., & Khan, O. U. (2024). Digital transformation in non-profit organizations: Strategies, challenges, and successes. Advanced International Journal of Multidisciplinary Research, 2, 13-20.

https://doi.org/10.62127/aijmr.2024.v02i05.1097 DOI: https://doi.org/10.62127/aijmr.2024.v02i05.1097

Njenga, M. (2016). Effects of change management strategy on performance in public universities in Kenya: The case of the Technical University of Kenya. Strategic Journal of Business & Change Management, 3(2). https://doi.org/10.61426/sjbcm.v3i2.260 DOI: https://doi.org/10.61426/sjbcm.v3i2.260

Odengo, R., Bula, H., & Kiiru, D. (2022). Moderating effect of human resource policies on balanced contract and performance of academic staff in selected public universities. Journal of Human Resource and Leadership, 7(1), 94-106. https://doi.org/10.47604/jhrl.1646 DOI: https://doi.org/10.47604/jhrl.1646

Okwako, W. (2020). Institutional barriers to ICT integration in teaching: A study of selected private universities in Kenya. International Journal of Education and Development Using Information and Communication Technology, 16(3), 80-98.

Owino, B. (2023). Adoption of e-learning in universities in Kenya and its effect during COVID-19 (Master's thesis). United States International University - Africa. USIU-Africa Repository.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71

Parthe, R. (2023). Comparative analysis of data visualization tools: Power BI and Tableau. International Journal of Scientific Research in Engineering and Management, 7(7), 1-11. https://doi.org/10.55041/IJSREM26272 DOI: https://doi.org/10.55041/IJSREM26272

Philip, J., & Nyakerario, F. (2023). Blended learning: Threats and hurdles in developing countries-A case study of Nigeria and Kenya. Greener Journal of Social Sciences, 13(1), 151-158. https://doi.org/10.15580/gjss.2023.1.112024176 DOI: https://doi.org/10.15580/gjss.2023.1.112024176

Prabowo, H., & Bandur, A. (2022). Digital transformation in higher education: Global trends and future research directions. Journal of Innovation in Business and Economics, 5(2), 77-90. https://doi.org/10.22219/jibe.v5i02.21218 DOI: https://doi.org/10.22219/jibe.v5i02.21218

Prinsloo, P., & Kaliisa, R. (2022). Learning analytics on the African continent: An emerging research focus and practice. Journal of Learning Analytics, 9(2), 1-12. https://doi.org/10.18608/jla.2022.7539 DOI: https://doi.org/10.18608/jla.2022.7539

Santiago Rivera, D., & Shanks, G. (2015). A dashboard to support management of business analytics capabilities. Journal of Decision Systems, 24(1), 73-86. https://doi.org/10.1080/12460125.2015.994335 DOI: https://doi.org/10.1080/12460125.2015.994335

Selwyn, N., Henderson, M., & Chao, S.-H. (2016). 'You need a system': Exploring the role of data in the administration of university students and courses. Journal of Further and Higher Education, 42(5), 1-11. https://doi.org/10.1080/0309877X.2016.1206852 DOI: https://doi.org/10.1080/0309877X.2016.1206852

Shete, S., Koshti, P., & Pujari, V. (2024). The impact of AI-powered personalization on academic performance of students. In 2024 International Conference on Recent Trends in Computational Science and Technology (ICRTCST) (pp. 295-301). IEEE. https://doi.org/10.1109/ICRTCST61793.2024.10578480 DOI: https://doi.org/10.1109/ICRTCST61793.2024.10578480

Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 30-32.

Sithumini, J. H. C., Sanjuka, A. N. E., Ranawaka, P. S., Hasaranga, H. G. D., Samarakkody, T., & Pathirana, G. (2024). Systematic review: The role of data analytics in enhancing academic performance, classroom interaction, and learning analytics in higher education. In Proceedings of the 3rd International Conference on Sustainable & Digital Business (ICSDB 2024) (p. 168).

https://doi.org/10.54389/LCDN1827 DOI: https://doi.org/10.54389/LCDN1827

Smith, A. (2017). Theological barriers to innovation in faith-based institutions. Christian Higher Education, 16(1-2), 90-105.

Stojanov, A., & Daniel, B. K. (2024). A decade of research into the application of big data and analytics in higher education: A systematic review of the literature. Education and Information Technologies, 29, 5807-5831. https://doi.org/10.1007/s10639-023-12033-8 DOI: https://doi.org/10.1007/s10639-023-12033-8

The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. (2021). BMJ, 372, n71.

https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71

Tsai, Y. S., Poquet, O., Gašević, D., Dawson, S., & Pardo, A. (2020). Complexity leadership in learning analytics: Drivers, challenges, and opportunities. British Journal of Educational Technology, 51(6), 1339-1354. https://doi.org/10.1111/bjet.12846 DOI: https://doi.org/10.1111/bjet.12846

UNESCO. (2021). Digital transformation of education: Systemic approaches for developing digital education policies. UNESCO Publishing.

UNESCO. (2022). Using learning assessment data for educational planning: A resource for Sub-Saharan Africa. UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000382621

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540 DOI: https://doi.org/10.2307/30036540

Wekesa, M., Ikoha, A., & Wechuli, A. (2023). Readiness for adoption of learning analytics to support technology-enabled learning in universities in Kenya. International Journal of Innovative Science and Research Technology, 8, 1254.

Wilbrod, M., Joshua, T., & Research Repository Extension, A. I. U. (2024). Data-driven approaches to enhancing student retention in higher education: A case study of Avance International University. International Journal of Higher Education, 10(2), 43-51.