Integrating business intelligence tools into curriculum mapping : improving decision-making in higher education

Abstract

This thesis explores how Business Intelligence (BI) tools can be integrated into curriculum mapping within higher education, focusing on enhancing decision-making. The study addresses the growing demand for streamlined and transparent curriculum processes by identifying the essential components of effective curriculum mapping tools, as well as the metrics and Key Performance Indicators (KPIs) critical for curriculum alignment and continuous improvement.

Using a single case study approach centered on Oulu Business School, qualitative data were collected through semi-structured interviews with faculty members and administrators. The study employs the Analyze phase of the ADDIE instructional design model and Stakeholder Theory to examine diverse stakeholder needs and the requirements of BI-integrated curriculum mapping tools. A stakeholder-centric design approach is proposed, emphasizing the integration of stakeholder feedback into the conceptual development of BI-integrated curriculum mapping tools. Thematic analysis revealed several key findings, including the importance of high-quality data, centralized data systems, user-friendly interfaces, and real-time data accessibility. The study also highlights the value of role-specific dashboards and data access, and predictive analytics in supporting informed decision-making and addressing stakeholder-specific priorities. The findings indicate that BI tools can enhance curriculum mapping by improving transparency, facilitating real-time feedback, and enabling proactive curriculum adjustments. Metrics and KPIs identified include internal and external quality assurance measures, learning outcomes assessments, stakeholder feedback, enrollment and graduation rates, and alignment with accreditation standards. Participants also emphasized the need for scalability in BI tools to meet varying program sizes and complexities, as well as features that integrate feedback mechanisms to ensure responsiveness to stakeholder needs. However, challenges such as fragmented data systems, resistance to new technologies, and resource constraints were identified, highlighting the need for careful planning and phased implementation to ensure successful BI tool adoption.

This study contributes to Stakeholder Theory by operationalizing it within curriculum mapping to foster collaborative, data-driven practices among diverse stakeholders. It also advances theoretical discourse on data-driven decision-making in higher education, highlighting BI tools as enablers of proactive, evidence-based curriculum management. Furthermore, by linking ADDIE’s iterative structure to principles of Design Science Research, the study enhances the methodological application of design frameworks for educational innovation. These findings offer actionable insights for institutions seeking to adopt BI tools, align academic programs with strategic goals, and enhance educational quality through robust, data-informed practices.