ABSTRACT
This article was categorised in the introductory chapter as adopting a conceptual approach to the analysis of course design. It relates, however, to a larger research project, funded by the Economic and Social Research Council (ESRC), which explored changing patterns in the undergraduate curricula by interviewing academic staff in five subject areas in six British higher education institutions. While the data collected by that project is used to illustrate the argument of the authors, the focus of the article is primarily on discussing models of the curriculum and of curriculum change.
