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Understanding student satisfaction during major curriculum reform: implications from a transition to immersive block learning
Journal article   Open access   Peer reviewed

Understanding student satisfaction during major curriculum reform: implications from a transition to immersive block learning

Elizabeth Goode, Thomas Roche, Erica Wilson, Fiona Naumann, Wendy Boyd and John W. McKenzie
Journal of higher education policy and management, Vol.First online, pp.1-17
25/08/2026
DOI: https://doi.org/10.1080/1360080X.2026.2723756
Appears in  Recent Faculty of Education Publications
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Published (Version of record) Open CC BY-NC-ND V4.0

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Abstract

Immersive scheduling block model student satisfaction transitions curriculum reform
Major curriculum reform presents substantial implementation challenges, including how to best support positive student experiences during periods of transition. To provide insights into drivers for student satisfaction during reform, this paper explores student perspectives on a university-wide shift from semesters to immersive block learning. Satisfaction among students (N = 52,017) who commenced in the new model was compared with those who transitioned mid-program, and focus groups were conducted with students across health and education (N = 69). Although transitioned students were initially less satisfied than new students, significant improvements occurred for both groups over time, ultimately exceeding pre-reform levels. However, satisfaction was shaped by how unit progressions, practical learning and curriculum redesign were managed. Findings indicate that student satisfaction should be treated as a dynamic indicator of major reform, and that evaluation strategies should be longitudinal and designed to capture nuances in how different cohorts respond to change.

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