Educational expertise as prestige: research-intensive curriculum change

Figures & data

Figure 1. Questions from the evaluation rubric.

Table 1. Analysis of text about expertise.

What is the basis of the expertise drawn on?	Text from Curriculum Redesign Form
Discipline	In designing a new exciting and challenging curriculum the committee aimed to: - Develop an [institutional] definition of [the field] - Design a course that teaches [the field] as a discipline in its own right - Ensure the course balances the Scientific and Engineering aspects of the discipline - Foster an holistic approach to the teaching of the key concepts - Create a programme that reflects the broad research activity of the Department. (Department O)
Education (and Education Research)	Reflecting on learning is a significant strand of the CR in general and we plan to introduce a structured Reflective Essay at the end of each year. This will cover aspects of students’ personal, academic and professional development, allowing achievement of the programme level ILO strand ‘Demonstrate intellectual and personal development as a university learner and citizen to enable purposeful and responsible engagement with the world’. Following its formal assessment, the Reflective Essay can form the basis of discussions with the student's personal tutor. (Department Q)
Mixed	The new curriculum will promote a lifelong commitment to critical thinking, personal professional development, and team working and dealing with uncertainty. We aim to focus on reflection and appraisal of clinical practice using an e-portfolio. We will develop opportunities for using technology and innovation, for example through use of digital learning and ‘virtual’ clinical experiences for the student to participate in e.g. case-based learning and the virtual multidisciplinary team meeting. (Department U)

Table 2. Analysis of text about tone.

What was the tone in how the feedback was taken on board?	Text from Curriculum Redesign Form
Defensive	Our existing programmes produce graduates who are highly sought-after by industry … This provides evidence that our existing programmes are already highly effective at imparting key skills that are relevant to industry. In conducting this review we were determined not to damage our existing reputation. (Department T)
Passive	In reviewing our curriculum, we have preserved what has been working well to date, while improving the aspects of the course that needed modernisation and/or amendment. (Department N)
Constructive	Our primary aim in our curriculum review is to design a programme specification that has a substantially reduced statement of core content with a stronger emphasis on skills and attributes (in accordance with the LTS) and a reduction in the exam-based summative assessment burden that will provide a framework in which we can develop more effective ways of teaching, including active learning, blended learning and problem-based learning, in a sustainable way. (Department G)

Table 3. Analysis of text about authorship.

What is the appearance of authorship?	Text from Curriculum Redesign Form
Collaborative	The programme redesign has been a consistent agenda item on Student-Staff and Courses Committees since 2015 at which representatives of the students are always present. (Department P) Thematic working groups were commissioned to review specific aspects of the programme we wished to improve. The working groups consulted within our community, seeking advice from students, staff and educational experts. (Department U)
Single voice	The curriculum redesign follows and incorporates a major programme review already in progress, beginning in 2015. The aims of the programme review were to adapt to a range of drivers such as changing expectations, technology, industry, society and administrative challenges. (Department V) Single author sign off of form. (Department C)