Abstract:

Leading innovative curriculum design at scale is a challenge for most universities. How best to create an effective and efficient process that frames meaningful engagement for key stakeholders while allowing bespoke solutions that acknowledge the specific issues of different discipline areas? How to move above discussions of minimum standards and functional solutions to create meaningful and transformative learning experiences? This paper describes a university-wide approach that is strengths-based, data-informed and design-led. Using a three-stage framework (vision, design, build), this 16-week process supports program teams engaging in major curriculum renewal and innovation. Qualitative and quantitative data is used to inform conversations and shape insights, challenges and solutions. Students, alumni and industry engage as co-designers with program teams in iterative cycles of work. This paper presents evaluation data from a range of stakeholders engaged in the process and we discuss both the benefits and challenges arising from the work.

Keywords:

Innovation, curriculum design, design-thinking, strengths-based.