Preprint
Lessons Learned from Institution-Wide Curriculum Reform: New and Transitioned Student Feedback on a Higher Education Immersive Block Model
SSRN Electronic Journal, Vol.Series Paper No.20
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
03/09/2024
Metrics
77 Record Views
Abstract
Student perspectives on curriculum reform are an important element for evaluating impact, while generating valuable insights into managing major organisational change. In this paper, we take a novel approach to investigating curriculum reform by exploring a 'transition effect' on student satisfaction during an institution-wide shift to a six-week immersive block model at a public Australian university. The study compared student unit and teaching satisfaction observations (N = 52,017) in the traditional model and the immersive block model over a three year period for two cohorts of students: those who commenced their program in the new curriculum ('new' students); and those who transitioned to the new curriculum model midway through their program ('transitioned' students). Focus groups were conducted with 69 health and education students (38 new and 31 transitioned students). Satisfaction after the change to the block model was found to be significantly lower for transitioned students compared to new students. However, significant improvements to satisfaction occurred for both groups over time, as the model became more familiar. Students highlighted the importance of engaged teaching, thorough curriculum redesign and careful scheduling of units, placements and practical classes. These findings have implications for how to manage and evaluate whole-of-institution curriculum transformation in higher education.
Details
- Title
- Lessons Learned from Institution-Wide Curriculum Reform: New and Transitioned Student Feedback on a Higher Education Immersive Block Model
- Creators
- Elizabeth Goode - Southern Cross University, Office of the PVC (Academic Quality)Thomas Roche - Southern Cross University, Office of the PVC (Academic Quality)Erica Wilson - Southern Cross University, Faculty of Business, Law and ArtsFiona Naumann - Southern Cross University, Faculty of HealthWendy Boyd - Southern Cross University, Faculty of EducationJohn McKenzie - Southern Cross University, Office of the PVC (Academic Quality)
- Publication Details
- SSRN Electronic Journal, Vol.Series Paper No.20
- Series
- Southern Cross University Scholarship of Learning and Teaching Research Paper Series
- Publisher
- Elsevier
- Identifiers
- 991013220613702368
- Academic Unit
- Faculty of Education; Office of the PVC (Academic Innovation); Faculty of Business, Law and Arts; Office of the PVC (Academic Quality); Faculty of Health
- Language
- English
- Resource Type
- Preprint
- Local Fields
- Original Research - SoLT