ABSTRACT

Curriculum change is often dealt with from a relatively narrow perspective, asking what it is that students should know, understand and be able to do. This raises the question of what should be provided by the institution to ensure the best possible student learning experience. This is only a small part of the picture. As discussed in Chapter 2, as relationships between teachers, learners and what is to be learnt shift, new roles emerge and existing ones are adjusted for academic and support staff. A more student-centred approach may require academic staff to take greater account of individual students’ interests. An emphasis on skills development, as noted in Chapter 4, may prompt the establishment of support posts with such a focus.