Developing the curriculum within an institution using a Change Academy approach: a process focus

ABSTRACT

Institutional approaches to curriculum development often privilege outcome over process. This paper explores the use of an adapted Change Academy approach, originally developed for teams from different institutions, to supporting teams from different disciplines within the same institution. The approach was evaluated through analysis of the experience of members of four teams, with data collected through a survey, focus groups, and the reflections of facilitators. We argue that educational developers supporting curriculum development should pay as much attention to the process as the outcome, and that a well-designed Change Academy approach can be effective in implementing curriculum change across an institution.

KEYWORDS:

• Curriculum development process
• change academy
• intra-institutional change
• educational development
• academic development

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Notes on contributors

Nancy K. Turner

Nancy K. Turner is Director, Teaching and Learning Enhancement at the University of Saskatchewan, Canada. Her research interests include development of teaching and learning practices at the department level, informal learning, and developing core skills in higher education.

Mick Healey

Mick Healey is Managing Director of Healey HE Consultants Ltd and Emeritus Professor, University of Gloucestershire, England. His research interests include students as partners, research-based education, and bringing about change in teaching and learning in higher education.

Susan Bens

Susan Bens is an Educational Development Specialist within the Gwenna Moss Centre for Teaching and Learning at the University of Saskatchewan, Canada. Her research interests include educational leadership and action at the level of program change.