Principles in Patterns (PiP): Piloting of C-CAP - Evaluation of Impact and Implications for System and Process Development

    Research output: Book/ReportCommissioned report

    Abstract

    The Principles in Patterns (PiP) project is leading a programme of innovation and development work intended to explore and develop new technology-supported approaches to curriculum design, approval and review. It is anticipated that such technology-supported approaches can improve the efficacy of curriculum approval processes at higher education (HE) institutions, thereby improving curriculum responsiveness and enabling improved and rapid review mechanisms which may produce enhancements to pedagogy. Curriculum design in HE is a key "teachable moment" and often remains one of the few occasions when academics will plan and structure their intended teaching. Technology-supported curriculum design therefore presents an opportunity for improving academic quality, pedagogy and learning impact. Approaches that are innovative in their use of technology offer the promise of an interactive curriculum design process within which the designer is offered system assistance to better adhere to pedagogical best practice, is exposed to novel and high impact learning designs from which to draw inspiration, and benefits from system support to detect common design issues, many of which can delay curriculum approval and distract academic quality teams from monitoring substantive academic issues.

    This strand of the PiP evaluation (WP7:38) attempts to understand the impact of the PiP Class and Course Approval Pilot (C-CAP) system within specific stakeholder groups and seeks to understand the extent to which C-CAP is considered to support process improvements. As process improvements and changes were studied in a largely quantitative capacity during a previous but related evaluative strand, this strand includes the gathering of additional qualitative data to better understand and verify the business process improvements and change effected by C-CAP. This report therefore summarises the outcome of C-CAP piloting within a University faculty, presents the methodology used for evaluation, and the associated analysis and discussion. More generally this report constitutes an additional evaluative contribution towards a wider understanding of technology-supported approaches to curriculum design and approval in HE institutions and their potential in improving process transparency, efficiency and effectiveness.
    LanguageEnglish
    Place of PublicationGlasgow
    PublisherUniversity of Strathclyde
    Commissioning bodyJoint Information Systems Committee JISC
    Number of pages50
    Publication statusPublished - Jun 2012

    Fingerprint

    Curricula
    curriculum
    evaluation
    Education
    education
    Transparency
    learning
    transparency
    best practice
    new technology
    Teaching
    assistance
    Innovation
    stakeholder
    monitoring
    innovation
    efficiency
    Monitoring
    methodology
    Industry

    Keywords

    • technology-supported approaches to curriculum design
    • organisational change
    • institutional change
    • information management
    • business process reengineering
    • information systems

    Cite this

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    abstract = "The Principles in Patterns (PiP) project is leading a programme of innovation and development work intended to explore and develop new technology-supported approaches to curriculum design, approval and review. It is anticipated that such technology-supported approaches can improve the efficacy of curriculum approval processes at higher education (HE) institutions, thereby improving curriculum responsiveness and enabling improved and rapid review mechanisms which may produce enhancements to pedagogy. Curriculum design in HE is a key {"}teachable moment{"} and often remains one of the few occasions when academics will plan and structure their intended teaching. Technology-supported curriculum design therefore presents an opportunity for improving academic quality, pedagogy and learning impact. Approaches that are innovative in their use of technology offer the promise of an interactive curriculum design process within which the designer is offered system assistance to better adhere to pedagogical best practice, is exposed to novel and high impact learning designs from which to draw inspiration, and benefits from system support to detect common design issues, many of which can delay curriculum approval and distract academic quality teams from monitoring substantive academic issues.This strand of the PiP evaluation (WP7:38) attempts to understand the impact of the PiP Class and Course Approval Pilot (C-CAP) system within specific stakeholder groups and seeks to understand the extent to which C-CAP is considered to support process improvements. As process improvements and changes were studied in a largely quantitative capacity during a previous but related evaluative strand, this strand includes the gathering of additional qualitative data to better understand and verify the business process improvements and change effected by C-CAP. This report therefore summarises the outcome of C-CAP piloting within a University faculty, presents the methodology used for evaluation, and the associated analysis and discussion. More generally this report constitutes an additional evaluative contribution towards a wider understanding of technology-supported approaches to curriculum design and approval in HE institutions and their potential in improving process transparency, efficiency and effectiveness.",
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    Principles in Patterns (PiP) : Piloting of C-CAP - Evaluation of Impact and Implications for System and Process Development. / Macgregor, George.

    Glasgow : University of Strathclyde, 2012. 50 p.

    Research output: Book/ReportCommissioned report

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    KW - information management

    KW - business process reengineering

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    UR - http://www.principlesinpatterns.ac.uk/

    M3 - Commissioned report

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    PB - University of Strathclyde

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