Curriculum development and meso level change: evaluating a single institution change academy

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
8:00am to 9:30am
Room: Room:
Dunwoody C
Session Track
Session Format

Strategic initiatives to design and implement curricular change in HE have received increasing attention in recent years (Barnett & Coate, 2005; Blackmore & Kandico, 2012).  This session considers one approach to supporting collaborative curricular change by program teams, including students, within one Canadian HEI. Grounded in theories of meso-level change (e.g. Gherardi, 2012; Knight & Trowler, 2000) and scholarship related to curriculum design (e.g. Wolf, 2007) the approach builds on cross institutional change academy models (Bradford, 2009; Healey, et al, 2013).  The session will explore the application of this model in one institution, including its theoretical groundings and outcomes.

  • Session References +

    Barnett, R., & Coate, K. (2005) Engaging the curriculum in higher education. Maidenhead: Open University Press.

    Blackmore, P., & Kandico, C. B. (2012) Strategic Curriculum Change in Universities: Global Trends. Oxon: Routledge.

    Bradford, M. (2009). An evaluation of Change Academy. York, UK: HE Academy.

    Gherardi, S. (2009). Introduction: The Critical Power of the `Practice Lens’. Management Learning, 40(2), 115–128. https://doi.org/10.1177/1350507608101225

    Gherardi, S. (2012). Why do Practices Change and Why do They Persist? Models of explanations. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, Learning and Change: Practice-Theory Perspectives on Professional Learning. New York: Springer.

    Gherardi, S., & Perrotta, M. (2014). Becoming a Practitioner: Professional Learning as a Social Practice. In S. Billett, C. Harteis, & H. Gruber (Eds.), International Handbook of Research in Professional and Practice-based Learning. Dordrecht, AN: Springer.

    Healey, M., Bradford, M., Roberts, C., & Knight, Y. (2013). Collaborative discipline-based curriculum change: applying Change Academy processes at department level. International Journal for Academic Development, 18(1), 31–44. https://doi.org/10.1080/1360144X.2011.628394

    Julian, D. (1997). The utilization of the logic model as a system level planning and evaluation device. Evaluation and Program Planning, 22(1), 65–72.

    Knight, P. T., & Trowler, P. R. (2000). Department-level Cultures and the Improvement of Learning and Teaching. Studies in Higher Education, 25(1), 69–83. https://doi.org/10.1080/030750700116028

    Trowler, P., & Cooper, A. (2002). Teaching and Learning Regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes. Higher Education Research & Development, 21(3), 221–240. https://doi.org/10.1080/0729436022000020742

    Trowler, P., Fanghanel, J., & Wareham, T. (2005). Freeing the chi of change: the Higher Education Academy and enhancing teaching and learning in higher education. Studies in Higher Education, 30(4), 427–444. https://doi.org/10.1080/03075070500160111

    Wolf. (2007). A model for facilitating curriculum development in higher education: A faculty-driven, data-informed, and educational developer–supported approach. New Directions for Teaching and Learning, (112), 15–20. https://doi.org/10.1002/tl.294