Exploring the use of course design narratives to enable co-design and sense-making in organisational change

Session Time and Location

Thu, 7 Jun 2018
11:15am to 12:45pm
Room: Room:
Oakwood B
Session Track
Session Format


This paper explores how to develop narratives that engage teaching teams to co-create whole course design for higher education programs. Course design, wherein learning outcomes, learning activities and assessments are aligned across a program of study, has emerged as a key means of achieving both positive educational outcomes and effective quality management in higher education. However, encouraging, engaging and enabling academic staff to undertake this can be an effort fraught with issues of power, identity and instability. This presentation explores how narratives can be used effectively to energise and engage teaching teams in whole course design.


  • Session References +


    Argyris, M, & Schon, D 1974, Theory in Practice: Increasing Professional Effectiveness, Jossey-Bass, San Francisco.

    Bird, J. Morgan, C & O’Reilly, M (2007) Exploring the tensions in Educational Instructional Design in Australian Universities in Keppell, M. (ed) Instructional Design: Case Studies in Communities of Practice, London, Information Science Publishing: 19-36.

    Kehoe, T. J., Schofield, P., Branigan, E., & Wilmore, M. (2018). The double flip: Applying a flipped learning approach to teach the teacher and improve student satisfaction. Journal of University Teaching & Learning Practice. vol  15 (1): article 7.

    Kember, D (2000) Action Learning and Action Research: Improving the quality of teaching and learning, London, Kogan Page.

    Ling, L., & Ling, P. (2017). Conclusion: Paradigm paradiddle. In L. Ling & P. Ling (Eds.), Methods and Paradigms in Education Research (pp. 345-351).Hershey, PA: IGI Global. doi:10.4018/978-1-5225-1738-2

    Revans, R. (2010), The ABC of Action Learning, Surrey, Gower Publishing Ltd.