ABSTRACT

The curriculum is a live issue in universities across the world. Many stakeholders – governments, employers, professional and disciplinary groups and parents – express strong and often conflicting views about what higher education should achieve for its students.

Many universities are reviewing their curricula at an institutional level, aware that they are in a competitive climate in which league tables encourage students to see themselves as consumers and the university as a product, or even a ‘brand’. The move has prompted renewed concern for some central educational questions, about both what is learnt and how.

Strategic Curriculum Change explores the ways in which major universities across the world are reviewing their approaches to teaching and learning. It unites institution-level strategy with the underlying educational issues. The book is grounded in a major study of curriculum change in over twenty internationally-focused, research-intensive universities in the UK, US, Australia, The Netherlands, South Africa and Hong Kong. Chapters include:

 

  • Achieving curriculum coherence: Curriculum design and delivery as social practice
  • Assessment in curriculum change
  • The whole-of-institution curriculum renewal undertaken by the University of Melbourne, 2005-2011
  • The physical and virtual environment for learning
  • People and change: Academic work and leadership

 

This book presents a theorised and contextualised approach to the study of the curriculum, and carries on much-needed research on the curriculum in higher education. It is an essential for the collection of all academics at university level, and those involved in policy making, quality assurance and enhancement.

part |2 pages

Part 1 Curriculum coherence: Knowledge, relationships and networks

chapter 1|18 pages

The networked curriculum

ByCAMILLE B. KANDIKO, PAUL BLACKMORE

chapter 3|7 pages

Case study: A tradition of reform: The curriculum at Brown University

ByKATHERINE BERGERON

part |2 pages

Part 2 Strategic curriculum structures and processes

chapter 4|19 pages

Curriculum organisation and outcomes

ByCAMILLE B. KANDIKO, PAUL BLACKMORE

chapter 6|19 pages

Shaping the curriculum: A characteristics approach

ByCAMILLE B. KANDIKO, PAUL BLACKMORE

chapter 7|17 pages

Assessment in curriculum change

ByEMMA MEDLAND

part |2 pages

Part 3 Enabling strategic change

chapter 8|17 pages

Change: Processes and resources

ByPAUL BLACKMORE, CAMILLE B. KANDIKO

chapter 9|17 pages

People and change: Academic work and leadership

ByPAUL BLACKMORE, CAMILLE B. KANDIKO

part |2 pages

Part 4 The networked curriculum: Embedding and looking forward

chapter 11|16 pages

Supporting change through development and evaluation

ByPAUL BLACKMORE, CAMILLE B. KANDIKO

chapter 12|13 pages

The physical and virtual environment for learning

ByPAUL BLACKMORE, CAMILLE B. KANDIKO

chapter 14|7 pages

Towards more successful curriculum change

ByCAMILLE B. KANDIKO, PAUL BLACKMORE