Learning analytics on graduates’ academic records to reflect on a competency-based curriculum

Chih Yueh Chou*, Shu Fen Tseng, Cheng Jhang Wang, Po Yao Chao, Zhi Hong Chen, K. Robert Lai, Chien Lung Chan, Liang Chih Yu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


A competency-based curriculum involves an outcome-based approach for cultivating graduates’ core competencies required for specific professions. A curriculum committee defines graduates’ outcomes of core competencies, designs a curriculum to cultivate core competencies, evaluates graduates’ outcomes, and reflects on and regulates the curriculum. However, curriculum committees lack systematic evaluative information for reflection. Learning analytics, an emerging data-driven analytics of educational data, could be applied to assist curriculum committees in reflection. This study proposes competency-based learning analytics, including seven analytic tools, to analyze curricula and graduates’ academic records to assist curriculum committees in reflecting (1) objectives, competencies, and curriculum design of competency-based curricula and (2) faculty teaching and student learning. The proposed learning analytics were conducted on 14 departments of a university. This study reports the curriculum committees’ eight practical reflections of curricula, faculty teaching, and student learning. This study illustrates potential applications and impact of competency-based learning analytics on competency-based curricula.

Original languageEnglish
Pages (from-to)2168-2182
Number of pages15
JournalComputer Applications in Engineering Education
Issue number6
Publication statusPublished - 2018 Nov


  • competency-based curriculum
  • core competency
  • learning analytics

ASJC Scopus subject areas

  • General Computer Science
  • Education
  • General Engineering


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