What can we find in the CRUE report "Data Analytics at the University"?

Last November 2023, Crue Spanish Universities published the report TIC360 "Data Analytics in the University". The report is an initiative of the Crue-Digitalisation IT Management working group and aims to show how the optimisation of data extraction and processing processes is key to the generation of knowledge in Spanish public university environments. To this end, five chapters address certain aspects related to data holdings and the analytical capacities of universities to generate knowledge about their functioning.

The following is a summary of the chapters, explaining to the reader what can be found in each chapter.

Why is data analytics important and what are the challenges?

In the introduction, the concept of data analytics is recalled as the extraction of knowledge from available data, highlighting its growing importance in the current era. Data analytics is the right tool to obtain the necessary information to support decision-making in different fields. Among other things, it helps to optimise management processes or improve the energy efficiency of the organisation, to give a few examples. While fundamental to all sectors, the paper focuses on the potential impact of data on the economy and education, emphasising the need for an ethical and responsible approach.

The report explores the accelerated development of this discipline, driven by the abundance of data and advanced computing power; however, it also warns about the inherent risks of tools based on techniques and algorithms that are still under development, and that may introduce biases based on age, background, gender, socio-economic status, etc.In this regard, it is important to bear in mind the importance of privacy, personal data protection, transparency and explainability, i.e. when an algorithm generates a result, it must be possible to explain how that result has been arrived at.

A good summary of this chapter is the following sentence by the author: "Good use of data will not lead us to paradise, but it can build a more sustainable, just and inclusive society. On the contrary, its misuse could bring us closer to a digital hell.

How would universities benefit from participating in Data Spaces?

The first chapter, starting from the premise that data is the main protagonist and the backbone asset of the digital transformation, addresses the concept of the Data Spacehighlighting its relevance in the European Commission's strategy as the most important asset of the data economy.

Highlighting the potential benefits of data sharing, the chapter highlights how the data economy, driven by a single market for shared data, can be aligned with European values and contribute to a fairer and more inclusive digital economy. Initiatives such as the Digital Spain Strategy 2026which highlights the role of data as a key asset in digital transformation.

There are many advantages to university participation in data spaces, such as sharing, accessing and reusing data resources generated by other university communities. This allows for faster progress in research, optimising the public resources previously dedicated to research. One initiative that demonstrates these benefits is the European Open Science Space (EOSC)which aims to link researchers and practitioners in science and technology in a virtual environment with open and seamless services for the storage, management, analysis and re-use of scientific data, across physical boundaries and scientific disciplines. The chapter also introduces different aspects related to data spaces such as guiding principles, legislation, participants and roles to be considered. It also highlights some issues related to the governance of data spaces and the technologies needed for their deployment.

What is the European Skill Data Space (ESDS)?

This second chapter explores the creation of a common European data space, with a focus on skills. This space aims to reduce the gap between educational skills and labour market needs, increasing productivity and competitiveness through cross-border access to key data for the creation of applications and other innovative uses. In this respect, it is essential to take into account the release of the version 3.1 of the European Learning Model (ELM)which is to be consolidated as the single European data model for all types of learning (formal, non-formal, informal) as the basis for the European Skills Data Space.

The report defines the key phases and elements for the creation and integration into the European Skills Data Space, highlighting what contributions the different roles (education and training provider, jobseeker, citizen, learner and employer) could make and expect.

what is the role of the Spanish university in the context of European Data Spaces?

This chapter focuses on the role of Spanish universities within European data spaces as a key agent for the country's digital transformation. To achieve these results and reap the benefits of data analytics and interaction with European data spaces, institutions must move from a static model, based on medium- and long-term planning criteria, to flexible models more suited to the liquid reality in which we live, so that data can be harnessed to improve education and research.

In this context, the importance of collaboration and data exchange at European level is crucial, but taking into account existing legislation, both generic and domain-specific.  In this sense, we are witnessing a revolution for which compliance and commitment on the part of the university organisation is crucial. There is a risk that organisations that are not able to comply with the regulatory block will not be able to generate high quality datasets.

Finally, the chapter offers a number of indications as to what kind of staff universities should have in order not to be deprived of creating a corps of analysts and computer experts, vital for the future.

What kind of certifications exist in the field of data?

In order to address the challenges introduced in the chapters of the report, universities need to have in place: (1) data with adequate standards; (2) good practices with regard to governance, management and quality; and (3) sufficiently qualified and skilled professionals to perform the different tasks. To convey confidence in these elements, this chapter justifies the importance of having certifications for the three elements presented:

• Data product quality level certifications such as ISO/IEC 25012, ISO/IEC 25024 and ISO/IEC 25040.
• Organisational maturity level certifications with respect to data governance, data management and data quality management, based on the MAMD model.
• Certifications of personal data competences, such as those related to technological skills or professional competence certifications, including those issued by CDMP or the CertGed Certification.

What is the state of the University in the data age?

Although progress has been made in this area, Spanish universities still have a long way to go to adapt and transform themselves into data-driven organisations in order to get the maximum benefit from data analytics. In this sense, it is necessary to update the way of operating in all the areas covered by the university, which requires acting and leading the necessary changes in order to be competitive in the new reality in which we are already living.

The aim is for analytics to have an impact on the improvement of university teaching, for which the digitisation of teaching and learning processesis fundamental. This will also generate benefits in the personalisation of learning and the optimisation of administrative and management processes.

In summary, data analytics is an area of great importance for improving the efficiency of the university sector, but to achieve its full benefits, further work is needed on both the development of data spaces and staff training. This report seeks to provide information to move the issue forward in both directions.

The document is publicly available for reading at: https://www.crue.org/wp-content/uploads/2023/10/TIC-360_2023_WEB.pdf  

Content prepared by Dr. Ismael Caballero, Full Professor at UCLM

The contents and points of view reflected in this publication are the sole responsibility of its author.