An Evaluation of Technological Readiness for Big Data Analytics in Canadian Higher Education Institutions

Big Data Analytics (BDA) presents transformative opportunities for higher education institutions (HEIs), offering insights that enhance decision-making, student performance monitoring, and administrative efficiency. However, BDA adoption remains hindered by technological, organizational, and environmental challenges, limiting its potential impact. This study focuses on technological factors influencing BDA readiness in selected Canadian HEIs, applying the Technology-Organization-Environment (TOE) framework to analyze key barriers to adoption. Using a qualitative research approach, data were collected from semi-structured interviews with faculty, academic administrators, and IT professionals from two universities in Southwestern Ontario. The findings reveal significant technological barriers, including fragmented data systems, interoperability issues, underinvestment in IT infrastructure, insufficient training, and weak data governance frameworks. Additionally, ethical concerns related to data privacy, security, and institutional trust further hinder effective implementation. The paper offers structured recommendations for HEIs to enhance their BDA readiness. These findings contribute to the growing discourse on data-driven decision-making in higher education, offering practical insights for policymakers and university administrators seeking to optimize BDA adoption.