See the
Project Resources
and Outputs
available so far
Take me there
from the National Forum
Yes, please!

Project Update

As at May 2015 the main administrative work project around the project is being finalised and the final report is being prepared for submission to the Office for Learning and Teaching in June, 2015. In line with the final report and over the coming weeks and months the website will shift from being focused on the forum specifically, to being a place for project resources showing the evolution of the framework and other materials as we continue to develop and present them.

Presented below is summary of the data collection carried out in the project and how this progressed.

Institution Level Survey

The Institution Level Survey was completed anonymously by 22 Australian and 2 New Zealand institutions in Semester 2, 2014 and was focused at the senior leadership level. The purpose of the survey is mainly to investigate the approaches that institutions have made with learning analytics and what their plans are for the future.

Academic Level Survey

Academic Level Survey data was collected anonymously across Semester 2, 2014 and was focused on individual academic staff – such as teaching staff, student support staff, educational developers, learning support staff and other relevant people. A total of 353 people complete the survey, with 78% being involved in teaching students. The purpose of this survey was to find out how academic level staff were thinking about learning analytics, what they are doing around student retention and what challenges and opportunities that they see existing with learning analytics.


We completed 23 interviews with participants from 15 different institutions who self-selected following the Academic Level Survey. The interviews are intended to provide an in-depth explanation of some of the key issues raised in the quantitative data as well as simple, practical examples of problems that academic staff are facing and how they are working to resolve them. Many of the views of interviewees are captured in the presentations available in the Forum section of the site.

Case Studies

The case studies are an important aspect of the project because they allow the framework being developed during the project to be contextualised and tested in authentic contexts. Case studies have been completed by each of the partner universities in the project (5) and these are available in the Forum section as well.

Reference Group

The project has been supported by a reference group comprised of a variety of senior academics who contribute a much appreciated external perspective on key issues and themes that arise in the project and provide crucial review and input into the project drafts. The project team thanks them for their invaluable contribution to the project and acknowledges the generous amount of time they have given.

Reference Group Members


Emeritus Professor Charles Webb
Former DVC Academic – Charles Darwin University


Dr Garry Allan
RMIT University
Project Evaluator

Prof Martin Carroll
Charles Darwin University
Universities Australia representative

Dr Mark Northover
Auckland University of Technology
ACODE representative

Dr Sandy O’Sullivan
Batchelor Institute of Indigenous Tertiary Education

Ms Kylie Readman
University of Southern Queensland
CADAD representative

Mr Bill Searle
Charles Darwin University
Project Member

Prof Janet Taylor
Southern Cross University

A/Prof Philip Uys
Charles Sturt University

A/Prof Gary Thomas
Queensland University of Technology

A/Prof Deborah West
Charles Darwin University
Project Lead

Project Team

The project is a partnership between five universities,
led by A/Prof Deborah West from Charles Darwin University.

Support for this project/activity has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this publication/activity do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.


Office for Learning and Teaching

creative commons

Unless otherwise noted, content on this site is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License

Information on the creative commons licence can be found at: and