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Improving the quality and productivity of the higher education sector – Australian Government Office for Learning and Teaching (LAEP Inventory)

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Rebecca Ferguson
11 February 2016


The Australian Government Office for Learning and Teaching (OLT) commissioned this report, subtitled ‘Policy and Strategy for Systems-Level Deployment of Learning Analytics’. It was produced in late 2013 by three leading figures in the Society for Learning Analytics Research (SoLAR).


It considered ten case studies from universities in Australia, the USA, and the UK and explored the strategic issues pertinent to effective use of learning analytics. The work was also informed by webinar contributions from several individuals offering their experiences and analysis of the problem space of systemic adoption of learning analytics.


The aim of the report was principally to guide the Australian Government in the ways in which it should intervene to enable its higher education establishments to exploit learning analytics to achieve increased levels of educational success, and to build a competitive advantage for Australia.


The key enabling factors identified in the report for a national agenda are:

  1. Australian higher education leaders coordinate a high -level learning analytics task force.
  2. Leverage existing national data and analytics strategies and frameworks.
  3. Establish guidelines for privacy and ethics.
  4. Promote a coordinated leadership program to build institutional leadership capacity.
  5. Develop an open and shared analytics curriculum.


The report is published under a Creative Commons licence.


Inventory type:

strategy-level white papers

analysis of policy-related issues

Document source:

SoLAR, funded by national government



Policy Context




national: Australia


The report refers to national regulatory and statistical data collection and to a perception that school level data collection, analysis, and sharing had progressed beyond that in Australian higher education.

Maturity and Evidence of Utility

The authors of the report have considerable collective experience in learning analytics research and emerging practice, on the basis of case studies and expert contribution from practitioners.


The enabling factors identified in the report do not appear to have been met by specific initiatives but subsequent projects funded by OLT are working on several of the implied tasks, for example the development of a roadmap, maturity model, or similar to guide the uptake of learning analytics tools and practices (results not published).

Further Information

Location of policy document:


Poster from the 2015 Conference on Learning Analytics and Knowledge describing in-progress projects funded by OLT:

Rogers, T., Colvin, C., West, D., Dawson, S., & Dawson, S. (2015). Learning Analytics in Oz: What’s happening now, what’s planned, and where could it (and should it) go? In Proceedings of the Fifth International Conference on Learning Analytics And Knowledge – LAK ’15 (pp. 432–433).

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