ABSTRACT
Deciding and describing what students should be learning has taken on greater significance for many universities following investment in major curriculum reviews resulting from the significant changes to the context in which we operate and work (see Chapters 2 and 3). The curriculum allows institutions to express their distinctiveness and focus on issues such as internationalisation, employability (half of the top 100 world-ranking universities mention their graduates’ employability as part of their attractiveness) or research-informed teaching. This chapter will explore some of the factors that should inform curriculum design, as well as discuss the ways in which we can tell our students about the expectations we have of them – the intended learning outcomes.
