Reflexive Thematic Analysis of Big Data Governance Practices in Public Higher Learning Institutions

Big Data Governance (BDG) has become essential for ensuring the secure, efficient, and strategic use of data in modern organizations. This study investigates the current state of BDG practices within Public Higher Learning Institutions (PHLIs) in Malaysia and Nigeria using a mixed-methods approach that integrates a review of existing literature, in-depth qualitative interviews, and a structured quantitative survey. The literature review identified core components of effective BDG roles and responsibilities, activities and processes, which informed the development of the study instruments. Qualitative data were gathered through interviews with ICT and MIS directors and analyzed using reflexive thematic analysis, while quantitative data were collected from 119 operational staff and analyzed using descriptive statistics. Findings from both data sources revealed fragmented BDG practices, low levels of tool deployment and integration, and inconsistencies in role definition and assignment, policy implementation, and institutional coordination. While institutions in Malaysia demonstrated relatively more mature and established BDG programs; responses from Nigerian institutions reflected early-stage development or complete absence of data governance structures. Notably, a large proportion of institutions lacks awareness or access to technical platforms necessary for effective BDG practices. The study highlights the need for tools and technologies, and the integration of BDG responsibilities across all institutional levels. This research contributes new empirical evidence on the challenges and disparities in BDG implementation. It offers actionable recommendations and proposes future research directions focused on BDG maturity models, multi-regional assessments, and the role of emerging technologies in strengthening big data governance frameworks in higher education.