The SHEILA Framework: Informing Institutional Strategies and Policy Processes of Learning Analytics
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This paper introduces a learning analytics policy and strategy framework developed by a cross-European research project team — SHEILA (Supporting Higher Education to Integrate Learning Analytics), based on interviews with 78 senior managers from 51 European higher education institutions across 16 countries. The framework was developed adapting the RAPID Outcome Mapping Approach (ROMA), which is designed to develop effective strategies and evidence-based policy in complex environments. This paper presents four case studies to illustrate the development process of the SHEILA framework and how it can be used iteratively to inform strategic planning and policy processes in real world environments, particularly for large-scale implementation in higher education contexts. To this end, the selected cases were analyzed at two stages, each a year apart, to investigate the progression of adoption approaches that were followed to solve existing challenges, and identify new challenges that could be addressed by following the SHEILA framework.
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Other frameworks proposed for learning analytics are the LALA framework with institutional, technological, ethical, and community dimensions, the Rapid Outcome Mapping Approach (ROMA), and the SHEILA Framework.
“Moreover, other frameworks proposed for LA are the LALA framework consisting of four dimensions: (1) institutional, (2) technological, (3) ethical, and (4) community [82], Rapid Outcome Mapping Approach (ROMA) [83], the SHEILA Framework [84].”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [84]
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Lukarov, V., & Schroeder, U. (2020) · Advances in analytics for learning and teaching · doi:10.1007/978-3-030-47392-1_14 · Cited by 2 · see citing works
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Levine, R. A., Rivera, P. E., He, L., Fan, J., & Ludvick, M. J. B. (2022) · Stat · doi:10.1002/sta4.527 · Cited by 2 · see citing works
Schmitz, M., Scheffel, M., Bemelmans, R., & Drachsler, H. (2023) · Interaction design & architecture(s)/ID&A Interaction design & architecture(s) · doi:10.55612/s-5002-055-001 · Cited by 2 · see citing works
Self-citationThe Case for Serious Games Analytics
Pablo Moreno-ger, A., & Burgos, D. (2020) · Lecture notes in educational technology · doi:10.1007/978-981-15-4526-9_13 · Cited by 2 · see citing works
Macfadyen, L. P. (2020) · Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) · doi:10.14742/ascilite2020.0102 · Cited by 2 · see citing works
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Jones, K. M. L., VanScoy, A., Harding, A., & Martin, A. (2025) · Journal of Computing in Higher Education · doi:10.1007/s12528-023-09395-w · Cited by 1 · see citing works
Percepción de los conocimientos de la analítica del aprendizaje en la educación superior
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Scheneider, T. F., Cechinel, C., Mello, R. F., Freitas, E., Falcão, T. P., & Ramos, V. F. C. (2023) · Revista Brasileira de Informática na Educação · doi:10.5753/rbie.2023.3058 · Cited by 1 · see citing works
Exploring the Evolution and Impact of Learning Analytics in a Moroccan Context
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Card-based approach to coordinate Learning Analytics policymaking and implementation at scale.
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Digital Value Co-Creation and University Signaling Through Educational Innovation
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- Authors
- Tsai, Y.-S., Moreno-Marcos, P. M., Jivet, I., Scheffel, M., Tammets, K., Kollom, K., & Gašević, D.
- Affiliations
- University of Edinburgh (GB)
- Universidad Carlos III de Madrid (ES)
- Open University of the Netherlands (NL)
- Tallinn University (EE)
- Monash University (AU)
- ORCID
- Venue
- Journal of Learning Analytics
- Published
- 2018-11-18
- Volume
- 5
- Issue
- 3
- ISSN
- 1929-7750 (ISSN-L)
- OpenAlex
- W2905428172
- Cited by
- 93
- References
- 28
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 10 · 2023: 19 · 2022: 21 · 2021: 12 · 2020: 16 · 2019: 5 · 2018: 1
- FWCI
- 10.74
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Journal of Learning Analytics (publishedVersion, cc-by-nc-nd)
- Edinburgh Research Explorer (University of Edinburgh) (acceptedVersion, cc-by-nc-nd)
- Monash University Research Portal (Monash University) (submittedVersion, cc-by-nc-nd)
- Cosmopolitan Civil Societies: An Interdisciplinary Journal (University of Technology Sydney) (submittedVersion, cc-by-nc-nd)
- DSpace (Open University in the Netherlands) (submittedVersion, cc-by-nc-nd)
- Funders
- European Commission (562080-EPP- 1-2015-1-BE-EPPKA3-PI-FORWARD)
- Erasmus+
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Challenges
- Social Sciences › Business, Management and Accounting › Management Information Systems › Big Data and Business Intelligence
- Keywords
- learning analytics, higher education institutions, institutional strategy, education policy, strategic planning, technology adoption, large-scale implementation, business executives, evidence-based policy
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