ABSTRACT

Curriculum review is likely to benefi t from effective development support. A range of provision has been introduced at institutional and national levels to enhance academic practice, including teaching and learning. The multiplicity of initiatives, the variety of organisational arrangements and their frequent restructuring suggests that development is a complex fi eld in which there is no settled view of how it should be thought about and supported. In this chapter we offer a number of principles for effective practice, drawn partly from an analysis of the literature and of policy and practice in universities. An increasing amount of evaluative data is now being obtained. Although there are limits to the extent to which practice and its development can be fully evidence-informed, we suggest that the availability and interpretation of relevant data is immensely helpful in guiding curriculum reform initiatives.