Pathology of the Training Needs Assessment (TNA) Process in Universities: A Framework for Transition from Traditional Approaches to Data-Driven Approaches

Subject Areas : Educational Management

Amin Rasi Rahimi ^{1 *} , yosef namvar ²

1 -
2 - Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran

Received: 2025-09-15 Accepted : 2025-11-19 Published : 2025-12-04

Keywords: Pathology, Training Needs Assessment (TNA), Data-Driven Approach, Transition Framework, University,

Abstract :

Introduction: Within the context of university learning management,Training Needs Assessment (TNA) is essential for human resource development in universities, but many institutions still rely on traditional and subjective methods that cause misalignment with strategic goals and reduce training effectiveness. This study aims to analyze current challenges and propose a data-driven framework for higher education in Iran.

Methodology: The research is applied-developmental in purpose and adopts a systematic conceptual review methodology. Theoretical foundations of TNA, data-driven management, and academic analytics were reviewed. By identifying the limitations of traditional methods and the potential of institutional data, a four-stage framework for data-driven needs assessment was designed and its components defined. The study also outlines methodological steps for future validation and empirical testing.

Findings: The study showed that traditional training needs assessment practices in universities are largely inefficient due to their reliance on subjective judgments, fragmented procedures, and weak alignment with institutional strategies. The analysis indicated that universities possess large volumes of unused data that can support an objective identification of competency gaps at organizational, job, and individual levels. Accordingly, a four‑stage framework was developed, consisting of data infrastructure, multilevel analytics, competency‑gap identification, and program design with a continuous feedback loop.

Conclusion: Results show that conventional TNAs depend heavily on managers’ opinions, lack systematic analysis, and fail to identify hidden needs. The proposed “Integrated Data-Driven TNA (ID-TNA)” includes four stages: data governance, multi-level analysis, identification of competency gaps, and feedback-based training design.

References:

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