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All the pieces would seem to be in place for widespread analytic success, right? A well-known model exists and can be readily applied to real-world problems facing higher ed. Why is it, then, that so many institutions struggle to achieve even the first level of Gartner’s model–Descriptive Analytics–let alone the higher, more “valuable” levels?
A:
I speculate one reason is that inherent in Gartner’s model (or any model of analytics maturity) is the presumption that relevant, meaningful data is abundantly available to...