A qualitatively driven approach integrated with quantitative analysis applied to decision making in institutional administration of higher education
DOI:
https://doi.org/10.34140/bjbv8n2-026Resumo
Mixed methods research (MMR) used in higher education analytics has often privileged quantifiable outcomes, causal explanation, and standardized indicators. Although this orientation supports comparability and reporting, it can underrepresent the organizational, cultural, and interpretive dimensions that shape how collaboration is defined, measured, and managed in higher education institutions. This limitation becomes especially relevant when institutions Design dashboard-based decision-support tools intended to guide research management, resource allocation, and interdisciplinary strategy.
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