Needs analysis: Identifying learning and academic needs of undergraduate students within a faculty

Abstract

In some universities the provision of learning support has shifted from a centralised learning centre to one which is faculty-based, discipline and course specific (Webb, English and Bonanno, 1995). Thus, discipline and course specific learning support has been incorporated into programs to meet the learning and teaching needs of students and staff. This study sought to determine if a need existed in a large faculty for faculty-based learning support among undergraduate students and the staff teaching undergraduate courses, given the existence of a successful central learning support unit in the university. Staff and students completed a questionnaire. Students answered questions on their learning needs and on their awareness, perceptions and use of existing learning support services. The results show that students felt a significant need for learning support, particularly in course content, although help with administrative requirements and study skills was also viewed as important. Students were aware of existing support services, but very few had used them. They felt that workshops on specific assessment tasks and individual consultations would be important – indicating a need for course and discipline specific learning and academic support. However, to be effective, this service would need to be flexible, immediately located and easily accessible. Staff answered questions on their awareness and use of existing learning support services, the need for discipline-specific learning support, and professional development needs. Their responses are currently being analysed.