Collaborative Curriculum Design and the Impact on Organisational Culture

Goode, Claire; Hegarty, Bronwyn; Levy, Carolyn

doi:10.1007/s11528-018-0268-7

Cited by 11 publications

(6 citation statements)

References 19 publications

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“…The support of the telerehabilitation project team was also critical for ensuring that while the steering committee provided leadership in curriculum development, the time needed for developing the teaching and learning materials and setting up the online teaching platform was not the steering committee's responsibility. As with other collaborative curriculum design projects, we experienced an improvement in organisational culture because of our collaboration (Goode et al 2018).…”

Section: Addressing the Training Needs Of Students Clinicians Clinica...mentioning

confidence: 92%

“…Biggs' constructive alignment is based on the principle that when designing a new curriculum, it is important to begin first with what you want to achieve (Biggs 2012). These learning outcomes should indicate what the student is expected to know, do or value by the time they have engaged in all teaching and learning activities and should inform the methods of assessment chosen (Goode, Hegarty & Levy 2018). Telerehabilitation is a clinical skill that we expected students to be able to use in practice (Currie et al 2022).…”

Section: Addressing the Training Needs Of Students Clinicians Clinica...mentioning

confidence: 99%

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Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Khuabi¹,

Bardien²,

Beer³

et al. 2022

Human Functioning, Technology and Health

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published.v Research justificationThis book focuses on learning and teaching in rehabilitation sciences in an African context. This book is the second volume in the book series, 'Health, Functioning and Technology', and brings together the key themes of the series by focusing on how education can impact health and functioning through various innovative methods, including the use of technology. In this book, we discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates to become competent, socially accountable and adaptable to change.

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Section: Addressing the Training Needs Of Students Clinicians Clinica...mentioning

confidence: 92%

Section: Addressing the Training Needs Of Students Clinicians Clinica...mentioning

confidence: 99%

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Khuabi¹,

Bardien²,

Beer³

et al. 2022

Human Functioning, Technology and Health

View full text Add to dashboard Cite

show abstract

“…Conducting a pedagogical reviewas a reflective tool to consider holistic course design. At all steps throughout this process we aimed to maintain a holistic focus on the course design and the early childhood graduate (Goode et al, 2018). Academic staff in the EC team partnered with the Learning Design Team (LDT) at UNE to assist with developing the new course, focusing on collaboration, connection and keeping a course level perspective in the process of design (Mihai, 2023).…”

Section: The Design Processmentioning

confidence: 99%

A journey through course development

Bugden,

Mok

2023

APUBS

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This paper discusses the design process in the development of an undergraduate early childhood course. This design process was grounded in learning theory, using a team-based collaborative process to consider, develop and refine the course design. It started with a reflection on the learners and the learning environment. It then moved into an iterative process of investigation, creation and refinement of a new course that addresses the characteristics of the learners, the learning environment, authentic assessment and the learning outcomes holistically. This paper details the design process from initial conceptual thinking through to the final proposal ready for the University governance process and accreditation approval. Future directions could consider investigating the experience of all stakeholders involved in the process, as well as the student experience of the new course, to inform the process of collaborative course design.

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“…Despite the daunting challenges in developing collaborative cultures in academia, there are opportunities for success as reported in the literature. Goode et al (2018), for instance, elucidated a curriculum development initiative called Designing for Learner Success which aimed to revamp 115 vocational and degree programs so as to improve teaching and learning effectiveness at New Zealand's Otago Polytechnic. This initiative adopted a collaborative approach, leading to a change of organizational culture from academic teaching staff working with a silo mentality to more interaction and communication amongst them.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The project consisted of four stages, namely preparation, design, development, and delivery, following Biggs' ( 2003) constructive alignment principles. To build a collaborative team of faculty members, as Goode et al (2018) suggest, it is important for team members to set a shared goal whilst trusting and actively cooperating with one another. Of equal importance is promoting open dialogue amongst team members so that a wide range of views can be shared freely (Daspit et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

Fung

Liang

2021

Front Educ China

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In science, gravity refers to the universal force of attraction acting on and between all matter. No one on earth can escape the force of gravity. In a similar vein, the stringent requirements of publications, research grants, and research output in the academic world can be metaphorically described as "academic gravity," the force of which pushes university academics to struggle and strive in pursuit of excellence just to survive in the changing landscape of higher education governed by neo-liberalism and managerialism. This article describes the journey of a junior academic staff member in an Asian university as he coped with various difficulties in establishing a collaborative culture in his department (i.e., the Faculty of Education). Working with a senior colleague (Sunshine-mother hereafter) in the same department, Author 1 began to recognize the importance of collegial collaboration in teacher education generally and in his academic life specifically. However, although he tried his utmost to develop a culture of collaboration amongst his colleagues, he struggled to cope with the tension and stress exerted by academic gravity (i.e., publication production and the pursuit of tenure). Drawing on data collected from a teaching development project and adopting a reflective autobiographic approach, this article delineates the collaborative relationship between Author 1 and Sunshine-mother, exemplifying the important roles that coaching and a free rein (i.e., weightlessness) play in the development of junior teacher-educators under the strong pressure of academic gravity.

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Collaborative Curriculum Design and the Impact on Organisational Culture

Cited by 11 publications

References 19 publications

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

A journey through course development

A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

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