The contextual nature of university-wide curriculum change

Anakin, Megan, Spronken-Smith, Rachel, Healey, Michael J ORCID: 0000-0003-1195-0370 and Vajoczki, Susan (2018) The contextual nature of university-wide curriculum change. International Journal for Academic Development, 23 (3). pp. 206-218. doi:10.1080/1360144x.2017.1385464

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Abstract

We explored the relationships between social contexts and factors that promoted and inhibited curriculum change at two universities. Thirty interviews were analysed using a general inductive approach to identify factors and forces in three social contexts (lecturer, departmental, and institutional). Curriculum change was characterised by six forces: ownership, resources, identity, leadership, students, and quality assurance, each composed of factors that differed in their direction (enabling or inhibiting) and/or intensity (strong or weak). Academic developers should find the approach and lessons learned useful for planning interventions and identifying where they may encounter resistance or enablers in the process of change.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Context; Curriculum change; Organisational development; University
Related URLs:	Publisher
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
SWORD Depositor:	Pubrouter
Depositing User:	Anne Pengelly
Date Deposited:	31 Oct 2017 14:19
Last Modified:	31 Aug 2023 08:50
URI:	https://eprints.glos.ac.uk/id/eprint/5054

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