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The learning advisor (LA) team at Kanda University of International Studies (KUIS) has engaged in redesigning a curriculum for the Self-Access Learning Centre (SALC) by following a framework adapted from the Nation and Macalister (2010) model. This framework, which is based on an investigation of student needs, aims to establish criteria in the shape of clear principles and goals. Following the Environment Analysis stage, detailed in the previous installment of this column (Thornton, 2013), this paper describes the needs analysis stage which was undertaken in 2012. Long (2005) emphasizes the importance of triangulating needs analysis data, and discusses a number of sources that may be consulted to establish a comprehensive picture of needs. In the KUIS context, the LA team identified four major stakeholders in the SALC curriculum as sources of information for needs analysis: LAs, students, teachers and the university senior management team. In order to conduct a thorough needs analysis to guide curriculum evaluation and design, the LA team decided to investigate each stakeholder group’s perceptions of students’ self-directed learning (SDL) needs. This second installment showcases each research project, and demonstrates how the data from the four projects were collated in order to discover freshman student SDL needs, resulting in a document of Learning Outcomes for the future curriculum. |
