The alignment of higher education curriculum with student and industry needs is not just desirable but essential.

This article is a deep dive into the systematic approach of Learning Needs Analysis (LNA), an indispensable tool in the educator’s arsenal. It unveils the nuances of identifying gaps in student competencies and aligning learning strategies with market demands.

Understanding Learning Needs Analysis

What is a Learning Needs Analysis?

A Learning Needs Analysis (LNA) is a systematic approach that helps identify the learning needs and goals of individuals or groups in an organization. It involves gathering data, analyzing skill gaps, and developing strategies to address those gaps.

Learning Needs Analysis (LNA) serves as a critical evaluative framework. It is meticulously designed to discern the precise educational requirements and aspirations of students.

What is the importance of Learning Needs Analysis (LNA)?

Identifying learning needs is crucial for academic institutions as it helps bridge skills gaps and develop core competencies among students and staff. LNA will ensure that the curriculum and learning experiences are aligned with the needs of the learners.

What are the benefits of conducting a Learning Needs Analysis?

A comprehensive Learning Needs Analysis (LNA) enables strategic planning of curriculum and fosters a holistic approach to education, prioritizing the needs of learners.

The benefits of a Learning Needs Analysis are:

BENEFIT #1: It identifies skill gaps and areas for improvement

The key to effective Learning Needs Analysis lies in its ability to clearly identify skill gaps and areas for improvement within the academic setting.

By utilizing an LNA, educators can precisely pinpoint the areas where students or staff may be struggling, whether it’s a lack of understanding in a particular subject area, a need for improved communication skills, or a desire to master new technologies.

These skill gaps, once identified, become focal points in the learning journey, shaping the content and direction of the curriculum.

Tailored learning solutions can then be developed to address these specific needs, fostering a culture of continuous improvement and growth within the institution. This ensures that no learner is left behind and that everyone is given an opportunity to excel in their chosen field of study.

BENEFIT #2: Ensures alignment with learners’ needs and goals.

LNA provides valuable insights into the specific needs and goals of learners, enabling educators to create a curriculum that is relevant and targeted.

By aligning course content with the identified learning needs, institutions can ensure that students are equipped with the necessary skills and knowledge to succeed in their chosen career paths. This also helps increase student engagement and motivation.

BENEFIT #3: It enhances the effectiveness of learning experiences.

Through a thorough LNA, educators can gather data on the current learning experiences and identify areas for improvement.

This could include implementing more hands-on activities or incorporating technology into the curriculum. By addressing the specific needs and preferences of learners, institutions can create a more effective and engaging learning environment.

BENEFIT #4: It guides the development of personalized learning plans.

By utilizing an LNA, academic institutions can develop personalized learning plans for students and staff.

These plans take into account the individual’s specific learning needs and goals, providing a roadmap for their academic journey. This not only helps in addressing skill gaps but also promotes a sense of ownership and empowerment among learners.

The Steps of Learning Needs Assessment

The execution of a Learning Needs Assessment (LNA) within the higher education environment is a multifaceted process, encompassing both analysis and evaluation to ascertain the educational requirements of students. This systematic approach is essential in ensuring that the curriculum is not only comprehensive but also aligned with the students’ academic and professional aspirations.

Analysis Process

The initial phase of the LNA involves a meticulous analysis, which requires an in-depth investigation into the current educational provisions.

This stage is characterised by the collation of data through various methodologies, such as student surveys, interviews with faculty, and review of academic results. It is during this phase that one identifies the prevailing educational climate and the initial indicators of potential gaps in the curriculum.

Evaluation Process

Subsequently, the evaluation process commences, wherein the previously collected data is rigorously scrutinised.

This step involves a critical comparison between the educational objectives set forth by the institution and the actual outcomes observed in the student population. The intent is to evaluate the efficacy of the current curriculum and to identify any discrepancies between the intended and actual skill acquisition.

Data Gathering Steps

Data on individual learning needs and the requisite knowledge is gathered through an array of approaches.

Surveys designed to capture students’ self-assessments of their skills, focus groups that allow for in-depth discussions of the curriculum, and the analysis of academic performance trends over time form the backbone of this data collection.

Consultations with industry representatives can provide valuable insights into the skills currently in demand, thereby informing the LNA process from a practical, vocational perspective.

Gap Analysis

Gap analysis emerges as a critical concept within the LNA, serving as the bridge between data collection and curriculum development.

This analytical tool is employed to delineate the variances between the current state of student knowledge and skills and the desired competency levels. It is through gap analysis that one can systematically identify the areas within the curriculum that require augmentation or refinement.

The identification of these gaps is crucial, as it directs the subsequent steps of curriculum enhancement to ensure that the education provided is of the highest calibre and relevance.

Development of Learning Solutions

The culmination of the Learning Needs Assessment (LNA) process necessitates the development of tailored learning solutions, a step of paramount importance in the endeavour to address identified educational gaps.

This phase is characterised by the strategic design and implementation of curricular innovations that are informed by the findings of the gap analysis:

Strategic Design

Upon the identification of the requisite areas for improvement, educators and curriculum developers must engage in the strategic design of learning solutions.

This process involves the creation of targeted educational interventions that are specifically crafted to address the deficiencies uncovered during the LNA. It requires a collaborative effort whereby academic expertise is synergised with pedagogical innovation to develop curricula that are both intellectually stimulating and practically applicable.

Curricular Innovations

The learning solutions developed must be reflective of cutting-edge educational practices and incorporate advances in teaching methodologies.

This may include the integration of new modules, the introduction of interdisciplinary approaches, and the adoption of technology-enhanced learning tools. Such innovations are not only designed to bridge the identified knowledge gaps but also to foster an environment that encourages continuous learning and adaptability.


The implementation of these learning solutions is a critical stage, where theoretical planning is transformed into practical application within the curriculum.

It is a phase that requires meticulous planning, resource allocation, and the engagement of all stakeholders involved in the educational process. The success of this stage is measured not only by the smooth incorporation of new curricular elements but also by the enhanced learning outcomes observed in students.

Continuous Assessment and Adaptation

Post-implementation, an ongoing assessment is essential to ensure that the learning solutions are effectively addressing the identified needs. This involves continuous feedback mechanisms from both students and faculty to monitor the efficacy of the curricular changes.

Based on this feedback, there should be a willingness to adapt the learning solutions to better serve the students’ needs, thereby ensuring that the curriculum remains dynamic and responsive to the evolving educational landscape.

In essence, the development of learning solutions is a dynamic and iterative process that lies at the core of the LNA. It is a testament to an institution’s commitment to educational excellence and its dedication to equipping students with the requisite knowledge and skills to navigate the complexities of the modern world.

Learning Needs Analysis Example

An example of a learning needs assessment was undertaken at a hypothetical University, where the Department of Computer Science sought to ascertain whether their curriculum was equipping students with the skills necessary for the burgeoning area of Artificial Intelligence (AI) and Machine Learning (ML).

The LNA involved comprehensive surveys completed by students and faculty, interviews with industry professionals, and an analysis of job market trends.

The assessment revealed a significant gap in practical, hands-on experience with the latest AI frameworks and a lack of integration of ethical considerations of AI in the curriculum.

Although students possessed a strong foundation in theoretical concepts, there was a clear need for experiential learning opportunities to apply these concepts in real-world scenarios.

Experiential Learning and Skill Development

Following the assessment, the department introduced a series of workshops and partnered with tech companies to provide internship programmes.

These initiatives aimed to bolster students’ practical skills in AI and ML, as well as their understanding of the ethical implications of these technologies in society. Subsequent LNAs showed a marked improvement in student competencies in these areas and a higher rate of employment in AI-related fields post-graduation.

Department Head’s Role in Curriculum Development

In this case, the department head played a pivotal role in the LNA process. By recognising the gaps highlighted by the LNA, they were able to spearhead the development of a strategic plan to address these deficiencies. This plan involved revising course content, incorporating new teaching methods, and establishing industry partnerships to facilitate experiential learning.

The department head also utilised the LNA findings to advocate for resource allocation, ensuring that the faculty had access to the latest AI software and platforms for teaching purposes. They organised training sessions for the faculty to become adept at these new tools, thereby fostering an environment of continuous professional development.

Learning Needs Analysis Template

The Learning Needs Analysis (LNA) template provided by the University College Dublin (UCD) serves as an excellent starting point for curriculum designers in higher education to identify and address specific learning requirements.

The template prompts critical reflection through a series of questions:

  1. Assess the needs of various stakeholders including students, employers, and professional bodies.
  2. Evaluate what is already known about these needs.
  3. Identify and validate the sources of data.
  4. Reflect upon core beliefs and values about learning in your discipline.
  5. Encourage personal reflection on these needs.
  6. Recall stories or experiences that highlight these needs.
  7. Consider how these needs align with current educational policies at various levels.
  8. Determine areas requiring further research.
  9. Stay informed about international developments in the teaching area.
  10. Decide on collaborative partners in module design​​.

UCD is an Akari Software Curriculum Management client and this template is a guiding tool, fostering a comprehensive and reflective approach to understanding and enhancing the educational offerings within higher education institutions.

From Analysis to Solution: Developing Learning Strategies

Upon the completion of a Learning Needs Analysis (LNA), the transition from analysis to solution is a crucial juncture in curriculum development.

The outcomes of the LNA should be used to inform the design of effective learning strategies that are bespoke to the identified needs.

These strategies must be meticulously aligned with the skills that are essential for both academic and professional success, ensuring that students are well-equipped for the challenges of the future.

To align learning strategies with the requisite skills, curriculum developers should integrate hands-on learning opportunities, incorporate interdisciplinary approaches, and foster an environment of continuous feedback and adaptation.

It is essential to articulate the value of these strategies to stakeholders by demonstrating how a thorough LNA can lead to improved student outcomes, greater employability, and the overall enhancement of the institution’s academic standing.

The advocacy for LNA-driven strategies involves presenting evidence of successful outcomes from other institutions, showcasing data from the LNA that highlight critical needs, and elucidating the potential for these strategies to position the institution at the forefront of educational innovation. By providing a compelling narrative of the benefits, stakeholders can be persuaded to invest in the necessary resources to implement these transformative learning strategies.

Crafting your own Learning Needs Analysis Questionnaire

Crafting a Learning Needs Analysis (LNA) questionnaire is a delicate process that requires careful consideration to ensure that it effectively captures the diverse learning needs within a higher education curriculum. The questions should be incisive, designed to elicit detailed information on the students’ current competencies, learning styles, and professional aspirations.

The types of questions that prove most insightful in identifying learning needs often include those that assess prior knowledge, ascertain practical skill levels, gauge interest in various subject areas, and determine the preferred methods of learning among the student body. Questions may range from multiple-choice to open-ended responses to allow for depth and breadth in feedback.

When tailoring a questionnaire to the curriculum needs of higher education, it is imperative to align the questions with the specific learning outcomes of the course or programme.

One should also ensure that the questionnaire is accessible and engaging, encouraging honest and thoughtful responses. It is beneficial to pilot the questionnaire with a small group of students to refine the questions for clarity and relevance before broader dissemination.

Navigating Challenges in Learning Needs Analysis

Navigating the multifaceted challenges of Learning Needs Analysis (LNA) in higher education necessitates strategic foresight and adept stakeholder management. One of the perennial challenges is the persuasion of stakeholders—often sceptical of the need for change—of the tangible benefits that a rigorous LNA can yield.

To surmount this, it is essential to articulate the long-term educational benefits of LNA with a compelling narrative backed by data.

Presenting evidence of enhanced learning outcomes, showcasing improved graduate employability rates, and drawing correlations between curriculum enhancements and academic excellence can be persuasive.

The focus should be on framing the LNA as an investment in the institution’s future, highlighting its role in maintaining academic relevance and competitiveness in an ever-evolving educational landscape.