{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,26]],"date-time":"2025-08-26T07:08:13Z","timestamp":1756192093522,"version":"3.41.2"},"reference-count":83,"publisher":"Emerald","issue":"6","license":[{"start":{"date-parts":[[2023,8,29]],"date-time":"2023-08-29T00:00:00Z","timestamp":1693267200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ITP"],"published-print":{"date-parts":[[2024,9,3]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>The purpose of this study is to address the generalised lack of guidance on ethical treatment of corporate (e.g. non-research) data in higher education institutions, by focusing on the case of the University of Queensland (Brisbane, Australia). No actionable framework is currently available in the country to govern the ethical usage of corporate data. As such, this research takes a stakeholder-centred approach to data ethics; the\u00a0lived experience of the stakeholders involved coupled with a theory-based ethical framework allowed the authors build to build a framework to guide ethical data practice.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>Adopting a revised canonical action research approach focused on intervention on the context, the authors conducted a review of the literature on ethical usage of data in higher education institutions; administered one survey to university students (<jats:italic>n<\/jats:italic>\u00a0=\u00a0168); and facilitated three workshops with professional staff (two) and students (one).<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>Collected data highlighted how, among other themes, the role and ethical importance of transparency was the dominant claim among all stakeholder groups. Findings helped the authors develop an Enhanced Enterprise Data Ethics Framework (EEDEF) emphasising transparency and stakeholder-centricity.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title><jats:p>Legislation is the driver to regulate the use of corporate data in higher education; however, this can be problematic because legislation is retrospective, lacks normativity and offers scarce directions for cases that do not exactly follow within the legislative mandate. In light of these regulatory limitations, the authors\u2019 EEDEF offers operators guidance on how to ethically manage corporate data in the higher education environment.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>This study fills gaps in praxis and theory; that is the lack of literature and guiding ethical frameworks to inform data practice in higher education. This research fosters a more ethical data management by virtue of genuine and authentic engagement with stakeholders and emphasises the importance of strategic decision-making and maturity of data culture in the higher education sector.<\/jats:p><\/jats:sec>","DOI":"10.1108\/itp-12-2022-0971","type":"journal-article","created":{"date-parts":[[2023,8,25]],"date-time":"2023-08-25T09:15:52Z","timestamp":1692954952000},"page":"2247-2278","source":"Crossref","is-referenced-by-count":2,"title":["Improving ethical usage of\u00a0corporate data in higher education: Enhanced Enterprise Data Ethics Framework"],"prefix":"10.1108","volume":"37","author":[{"given":"Trinity","family":"McNicol","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7902-988X","authenticated-orcid":false,"given":"Bailey","family":"Carthouser","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7191-8690","authenticated-orcid":false,"given":"Ivano","family":"Bongiovanni","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2344-458X","authenticated-orcid":false,"given":"Sasenka","family":"Abeysooriya","sequence":"additional","affiliation":[]}],"member":"140","published-online":{"date-parts":[[2023,8,29]]},"reference":[{"key":"key2024090114281884300_ref001","doi-asserted-by":"crossref","first-page":"424","DOI":"10.1016\/j.ijinfomgt.2019.07.008","article-title":"Data governance: a conceptual framework, structured review, and research agenda","volume":"49","year":"2019","journal-title":"International Journal of Information Management"},{"key":"key2024090114281884300_ref002","unstructured":"Accenture (2016), \u201cInformed consent and data in motion: preventing unintended consequences through stronger data ethics\u201d, available at: https:\/\/www.accenture.com\/_acnmedia\/PDF-30\/Accenture-Informed-Consent-Data-Motion.pdf"},{"first-page":"124","article-title":"Big data and learning analytics in higher education: demystifying variety, acquisition, storage, NLP and analytics","year":"2017","key":"key2024090114281884300_ref003"},{"key":"key2024090114281884300_ref004","unstructured":"Australian Government, Department of Education (2021a), \u201cHigher education statistics - 2021 section 2 all students\u201d, available at: https:\/\/www.education.gov.au\/higher-education-statistics\/resources\/2021-section-2-all-students"},{"key":"key2024090114281884300_ref005","unstructured":"Australian Government, Department of Education (2021b), \u201cHigher education statistics - 2021 staff full-time equivalence\u201d, Australian, available at: https:\/\/www.education.gov.au\/higher-education-statistics\/resources\/2021-staff-fulltime-equivalence"},{"article-title":"Privacy Act 1988","year":"1988","author":"Australian Government","key":"key2024090114281884300_ref309"},{"article-title":"Spam Act 2003","year":"2003","author":"Australian Government","key":"key2024090114281884300_ref306"},{"article-title":"Tertiary Education Quality and Standards Agency Act 2011","year":"2011","author":"Australian Government","key":"key2024090114281884300_ref301"},{"key":"key2024090114281884300_ref307","doi-asserted-by":"crossref","first-page":"23","DOI":"10.1111\/isj.12055","article-title":"Design ethnography in information systems","volume":"25","year":"2015","journal-title":"Information Systems Journal"},{"issue":"7","key":"key2024090114281884300_ref006","doi-asserted-by":"crossref","first-page":"931","DOI":"10.1038\/s41431-018-0160-0","article-title":"The FAIR guiding principles for data stewardship: fair enough?","volume":"26","year":"2018","journal-title":"European Journal of Human Genetics"},{"issue":"1","key":"key2024090114281884300_ref007","first-page":"89","article-title":"Ask me if I am engaged: a design-led approach to collect student feedback on their university experience","volume":"26","year":"2021","journal-title":"Design and Technology Education: An International Journal"},{"issue":"3","key":"key2024090114281884300_ref008","doi-asserted-by":"crossref","first-page":"481","DOI":"10.1108\/JIC-08-2019-0197","article-title":"Securing intellectual capital: an exploratory study in Australian universities","volume":"21","year":"2020","journal-title":"Journal of Intellectual Capital"},{"edition":"Updated edition","volume-title":"Who Can You Trust? 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