Addressing the challenges of evaluating curriculum enhancement and learning development: an institutional case study using programme theory evaluation

ABSTRACT

To enhance the student experience and improve student outcomes – continuation, attainment, and employment – higher education providers often implement curriculum changes and evaluate their effectiveness. But as interventions often only work directly with staff, rather than students, impact evaluation is challenging. This paper explores the introduction of extensive curriculum change to embed active learning and teaching. Qualitative interviews are used to explore the views of stakeholders, which inform the development of an evaluation framework, informed by Programme Theory evaluation (PTE), and examining short-term benefits, medium-term outcomes, and longer-term impact. The University will use the evaluation framework to monitor longer-term outcomes of the intervention. Together with PTE, evaluation frameworks apply to other higher education providers evaluating the impact of curriculum enhancement on student outcomes.

KEYWORDS:

• Curriculum enhancement
• institutional change
• theory of change
• active learning
• course design intensives

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Liz Thomas

Liz Thomas Professor is the Deputy Associate Dean for Learning and Teaching at the University of York. Her research interests include widening participation, student retention and success, and improving the student experience and outcomes. She is committed to using research to inform national and institutional policy, practice and evaluation.

Mark Warnes

Mark Warnes Dr is the Senior Research Fellow for Centre for Innovation in Higher Education, Anglia Ruskin University, Cambridge, UK. His research interests include Pedagogic Research, Teaching Excellence, Reward and Recognition, and Assessment and Feedback. Mark is a Fellow of the Higher Education Academy and an Associate Teaching Fellow.

Simon Pratt-Adams

Simon Pratt-Adams Dr is the Director of the Centre for Innovation in Higher Education and Associate Professor in Academic Development at Anglia Ruskin University, Cambridge, UK. His research interests include Transformational Learning, Pedagogic Research, Urban Education and Primary Education. Simon is a Principal Fellow of the Higher Education Academy.