The Contextual Nature of University-Wide Curriculum Change

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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Curriculum Development; Educational Change; College Curriculum; Interviews; Social Influences; Context Effect; Educational Practices; Organizational Development; Case Studies; Comparative Analysis; Comparative Education; Ownership; Educational Resources; Professional Identity; Leadership; Student Needs; Quality Assurance; Foreign Countries

Canada; United Kingdom

10.1080/1360144X.2017.1385464

1360-144X

We explored the relationships between social contexts and factors that promoted and inhibited curriculum change at two universities. Thirty interviews were analysed using a general inductive approach to identify factors and forces in three social contexts (lecturer, departmental, and institutional). Curriculum change was characterised by six forces: ownership, resources, identity, leadership, students, and quality assurance, each composed of factors that differed in their direction (enabling or inhibiting) and/or intensity (strong or weak). Academic developers should find the approach and lessons learned useful for planning interventions and identifying where they may encounter resistance or enablers in the process of change.

As Provided

28

2018

EJ1183794