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Understanding student sentiment plays a vital role in understanding the changes that could or should be made in curriculum design at university. Learning Analytics (LA) has shown potential for improving student learning experiences and supporting teacher inquiry. Yet, there is limited research that reports on the adoption and actual use of LA to support teacher inquiry. This four-year longitudinal study captures sentiment of postgraduate students at a university in Ireland, by integrating LA with the steps of teacher inquiry. This study makes three important contributions to teaching and learning literature. First, it reports on the use of LA to support teacher inquiry over four one-year cycles of a Master of Science in Business Analytics programme between 2016 and 2020. Second, it provides evidence-based recommendations on how to optimise LA to support teacher inquiry, with specific attention as to how these can improve the assimilation of LA into the curriculum design and delivery. Third, the paper concludes with a research agenda to help improve the adoption and integration of LA in the future.

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Understanding students' sentiment is valuable to understanding the changes that could or should be made in curriculum design at third level. Learning analytics has shown potential for improving student learning experiences and supporting teacher inquiry. Yet, there is limited research that reports on the adoption and actual use of learning analytics to support teacher inquiry. This study captures sentiment of postgraduate students by integrating learning analytics with the steps of teacher inquiry. This study makes two important contributions to teaching and learning literature. First, it reports on the use of learning analytics to support teacher inquiry over three iterations of a business analytics programme between 2016 and 2019. Second, evidence-based recommendations on how to optimise learning analytics to support teacher inquiry are provided.

Interactions in open source communities are often informal, and enacted through online discussion forums. While discussion and associated sentiment is critical to sustaining open source communities, they have not been studied to date. To address this gap in knowledge, this study uses sentiment analytics to illuminate the frequency of 2,364 discursive manifestations of contradictions through the theoretical lens of Activity Theory (AT). The study contributes to current discourse on contradictions by demonstrating the importance of dialectical contradictions as a driving force for learning, change, and sustaining open source communities. Implications for research and practice provide opportunities for revising current business methods and practices, which inevitably have implications for a sustainable society in the 21 st century.