Who needs to be involved in curriculum review?
The short answer is everyone who will be impacted by any changes to the curriculum.
The Curriculum Framework is very much focused at the programme-level in order to transcend the compartmentalised nature of modular teaching, learning and assessment. As a result, students should be better able to make meaningful connections between modules, and demonstrate progress towards achievement of the programme outcomes. This necessitates a coherent, coordinated and structured approach to programme design.
Does the design of the programme make sense? Do modules have a sense of how they follow on from one another? (Paul Ashwin as quoted by Ratcliffe, R., 2015). "Securing the involvement and commitment of a critical mass of colleagues" (Drummond et al., 1999, p38) is vital for effective curriculum change. Academic leaders therefore have a crucial role in fostering a collaborative environment where all staff are given the opportunity to shape the curriculum that ultimately they will be required to implement.
Heads of School and School Directors of Teaching and Learning have a critical role to play in leading and 'sponsoring' the review, whereas the planning, leadership and co-ordination of the day-to-day management of the review is likely to be delegated to Curriculum Framework Leads and Programme Directors.
As the ultimate 'end-users', students also have a strong stake in the curriculum. The Higher Education Academy report by Healey, Flint and Harrington (2014) makes a strong case for moving beyond feedback from students, to actively involving students as partners in shaping curriculum and assessment design. For case studies on programme-level approaches to co-creating curricula, see chapter 4 in Cook-Sather, Bovill and Felten (2014).
Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging students as partners in learning and teaching: A guide for faculty. John Wiley & Sons.
Drummond, I., Alderson, K., Nixon, I. and Wiltshire, J. (1999) Managing curriculum change in Higher Education:–realising good practice in key skills development. Sheffield: UCoSDA.
Healey, M., Flint, A., and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. York: Higher Education Academy
Ratcliffe, R. (2015) The Teaching Excellence Framework: can higher education up its game? The Guardian, 2 November. Available online courtesy of Guardian News & Media Ltd.