Six tips when undertaking a curriculum framework review

In light of rapid social and technological changes, many universities may be planning a review of their curriculum framework. For example, one in six undergraduates experience mental health challenges – so institutions need to consider how their curriculum can support students’ well-being. Likewise, institutions need to help students develop the generative AI literacy they’ll need to prepare them for future employment. Here, I’ll offer six tips for undertaking an institutional curriculum framework review. 

Retain, reframe or remove?

If your institution has an existing curriculum framework then it is important to initially consider whether elements should be a) retained; b) reframed; or c) removed. Seek feedback from your university community members, including academics, third space practitioners, professional service representatives and students, to help inform decision making. Creating a virtual pinboard can be an efficient and effective means of collating community reflections, along with suggestions for future content. 

• Applying the Conversational Framework using an online learning design tool
• Resource collection: A framework for learning in seven principles
• Emotions and learning: what role do emotions play in how and why students learn?

Similarly, facilitating in-person or online discussion sessions can be a good way to launch a review and encourage community engagement. Establish what the current (and future) institutional education and student experience strategic priorities are. By way of an example, we recently found a clear need to retain an employability strand in a new curriculum framework in line with the University of Bedfordshire commitment to delivering “career-powered education”. The previous focus of this strand, however, needed to be adjusted to reflect new education and student experience priorities related to “career readiness and advancement”, “graduate competencies”, “work-related and work-based learning” and “real-world challenges and global perspectives”. In contrast, we removed reference to the concept of “learning styles” from the framework based on both academic staff feedback and a lack of associated evidence, despite it being a popular concept among some educators.

Segment stakeholder consultation 

Given the significance of a curriculum framework, there will likely be many volunteers keen to contribute. But it’s not possible, nor necessarily appropriate, to facilitate the same level of input from all volunteers. Instead, conceptualise stakeholder (academics, students and professional services staff) input in terms of “vital”, “necessary”, “good” and “courteous”, as outlined in Patrick Mayfield’s Practical People Engagement. 

In practice, this could mean appointing an overarching review lead (or leads), who would establish an extended authorship team of “vital” colleagues to co-lead on drafting a new framework. As drafts are developed, they can then be shared with a wider group of “necessary” colleagues for comment. Follow this up by presenting a more completed draft of the framework at school and departmental meetings (“good” stakeholders) for further feedback. “Courtesy” engagement can be achieved through working with an internal communication team to share progress updates, for instance via an all-staff newsletter. 

Design with audience in mind 

Once curriculum framework content is finalised, work with an experienced designer to produce associated visuals. Given the range of stakeholders who will engage with a framework, it’s worth developing alternative versions tailored to different audiences. 

At Bedfordshire, there are two versions of the curriculum framework. A “tutor” version details each framework strand and associated sub-elements. In contrast, based on discussions with our Students’ Union, we created a “learner” version infographic that just details the main strands. This infographic provides a basic introduction to the university’s overarching approach to teaching, learning and course design. Should learners want to explore the framework in more detail, they are able to access the tutor version. 

Continue the discussion 

Hosting an institutional launch event(s) provides an excellent opportunity to showcase a finalised curriculum framework. Not all stakeholders will attend such an event, of course, so ensure that there are several opportunities to share the new framework and discuss its application. An annual learning and teaching conference would provide an excellent recurrent opportunity to revisit and consider application of your new framework. 

Similarly, course enhancement planning events are a more focused opportunity to explore how a curriculum framework should inform the development of courses with course leaders. Work with a quality and standards team to make sure that there are formal processes for course teams to critically reflect on how the framework has been used. This could be a reflective statement in new course approval or course modification paperwork, followed up at quality panel discussions. 

Support for adoption 

An institutional centralised learning and teaching unit will be well placed to provide an integrated programme of training and support for the adoption of a new curriculum framework. At a minimum, this should include self-directed guidance and readings related to operationalising a framework. Academic development sessions, offered as part of a centralised training programme, can also be helpful.

Offer more targeted and bespoke development opportunities, such as curriculum consultancy activities in which members of a centralised learning and teaching team work in partnership with course teams to address specific curriculum development needs. Bespoke arrangements like these make it easier to provide support at a time when all members of a course team can meaningfully engage.

Keep analysis in mind 

Set up mechanisms to assess the impact of a new curriculum framework. Perhaps seek initial feedback via student voice channels (such as course representatives or via unit feedback exercises), which could be tailored to address a specific strand(s) or sub-element(s) of a curriculum framework. 

Longer term, insights into the impact on learning and student experience could be captured through student outcome data (for example, Office for Students’ condition B3) or via student surveys (such as NSS or PTES). Additionally, a programme of educational research projects might be used to more robustly examine specific aspects of framework adoption and impact. In England, findings from such research could provide valuable evidence for a future Teaching Excellence Framework provider submission. 

Any curriculum framework must be periodically revisited and updated to ensure that it continues to deliver for both students and course teams. It is my hope that the tips above will help those embarking on a curriculum framework review journey. 

Steve Briggs is director of learning and teaching excellence at the University of Bedfordshire. 

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.