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Table 3 A Brief Summary of the Survey Result

From: How stakeholders’ data literacy contributes to student success in higher education: a goal-oriented analysis

Questions in the survey Total Agree (%) Students (%) Faculty Members (%) Professional and Support Staff (%) Employed Workers (%)
1. Faculty members possess their research data (such as data collected for research purposes, and research findings) 98.7 97.14 98.28 100.00 97.98
2. Faculty members possess data about teaching and learning (such as student attendance, classroom engagement, assignments, course grades) 97.71 100.00 98.28 100.00 95.96
3. Professional and support staff (such as admission office) possess data on students’ application and admission. 82.75 82.86 91.38 88.46 75.76
4. Professional and support staff (such as librarians) possess students’ counseling data. 70.64 71.43 77.59 80.77 63.64
5. Professional and support staff (such as doctors at university hospitals) possess students’ health check. 82.11 80.00 86.21 84.62 79.80
6. Professional and support staff (such as staff in the academic office) possess all the course grades of students. 87.18 88.57 89.66 88.46 84.85
7. Professional and support staff (such as staff in the alumni office) possess alumni data. 85.78 77.14 84.48 100.00 85.86
8. Employers possess students’ internship performance. 89.45 91.43 87.93 92.31 88.89
9. Employers possess the competencies for jobs within their organization. 90.83 94.29 87.93 84.62 92.93
10. Employers possess industrial trends. 91.74 100.00 89.66 73.08 94.95
11. Employers possess professional pathways. 86.7 94.29 82.76 73.08 89.90
12. Employers possess data about employees’ performance. 94.5 100.00 93.10 84.62 95.96
13. Students possess learning feedback provided by teachers. 91.28 94.29 84.48 92.31 93.94
14. Students possess their status (physical, psychological, academic, etc.) 91.28 94.29 86.21 92.31 94.85
15. Students possess teachers’ performance data (such as if teachers’ attitudes towards teaching practice are positive if the learning content is presented systematically if the assessment method is fair and reasonable.) 80.28 94.29 63.79 76.92 85.86
16. Faculty members should improve the management and reuse of research data, and consider related scientific research data as resources for teaching content design according to teaching goals. 98.62 100.00 96.55 100.00 98.99
17. Faculty members should improve their ability to analyze and interpret data about teaching and learning, to adjust teaching design, teaching implementation, and student assessment. 97.71 97.14 100.00 96.15 96.97
18. Professional and support staff should improve the management of various types of student data (for example, data organization, conversion of different data formats, data reuse) and data analysis capabilities (for example, identifying problems through data, data-driven decision-making). In this way, a comprehensive student profile is constructed to provide services and support students to have a quality learning experience. 91.28 100.00 93.10 92.31 86.87
19. Employers should improve their data management (for example, data preservation) and data application (for example, data culture, data ethics, data sharing.) capabilities and deepen the collaboration with higher education institutions for student success. 94.04 100.00 96.55 92.31 90.91
20. Students should comprehensively improve their ability in data collection, data management, data evaluation, and data application because having data literacy can promote professional learning and job search. 93.58 91.43 94.83 96.15 92.93
21. According to the data possessed by students, they should improve the ability of data sharing and data-driven decision-making for enhancing the teaching quality, and a better balance of their personal and academic life. 92.66 97.14 89.66 92.31 92.93