Principles in Patterns (PiP): Project Evaluation Synthesis

    Research output: Book/ReportCommissioned report

    41 Downloads (Pure)

    Abstract

    Evaluation activity found the technology-supported approach to curriculum design and approval developed by PiP to demonstrate high levels of user acceptance, promote improvements to the quality of curriculum designs, render more transparent and efficient aspects of the curriculum approval and quality monitoring process, demonstrate process efficacy and resolve a number of chronic information management difficulties which pervaded the previous state. The creation of a central repository of curriculum designs as the basis for their management as "knowledge assets", thus facilitating re-use and sharing of designs and exposure of tacit curriculum design practice, was also found to be highly advantageous. However, further process improvements remain possible and evidence of system resistance was found in some stakeholder groups. Recommendations arising from the findings and conclusions include the need to improve data collection surrounding the curriculum approval process so that the process and human impact of C-CAP can be monitored and observed. Strategies for improving C-CAP acceptance among the "late majority", the need for C-CAP best practice guidance, and suggested protocols on the knowledge management of curriculum designs are proposed. Opportunities for further process improvements in institutional curriculum approval, including a re-engineering of post-faculty approval processes, are also recommended.
    Original languageEnglish
    Place of PublicationGlasgow
    PublisherUniversity of Strathclyde
    Commissioning bodyJoint Information Systems Committee JISC
    Number of pages55
    Publication statusPublished - Jul 2012

    Fingerprint

    Curricula
    curriculum
    evaluation
    CAP
    acceptance
    Process monitoring
    information management
    Knowledge management
    knowledge management
    Information management
    best practice
    assets
    stakeholder
    engineering
    monitoring
    management
    evidence
    Group

    Keywords

    • technology-supported approaches to curriculum design
    • organisational change
    • institutional change
    • information system
    • business process change
    • human-computer interaction

    Cite this

    Macgregor, George. / Principles in Patterns (PiP) : Project Evaluation Synthesis. Glasgow : University of Strathclyde, 2012. 55 p.
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    Principles in Patterns (PiP) : Project Evaluation Synthesis. / Macgregor, George.

    Glasgow : University of Strathclyde, 2012. 55 p.

    Research output: Book/ReportCommissioned report

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    T1 - Principles in Patterns (PiP)

    T2 - Project Evaluation Synthesis

    AU - Macgregor, George

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    N2 - Evaluation activity found the technology-supported approach to curriculum design and approval developed by PiP to demonstrate high levels of user acceptance, promote improvements to the quality of curriculum designs, render more transparent and efficient aspects of the curriculum approval and quality monitoring process, demonstrate process efficacy and resolve a number of chronic information management difficulties which pervaded the previous state. The creation of a central repository of curriculum designs as the basis for their management as "knowledge assets", thus facilitating re-use and sharing of designs and exposure of tacit curriculum design practice, was also found to be highly advantageous. However, further process improvements remain possible and evidence of system resistance was found in some stakeholder groups. Recommendations arising from the findings and conclusions include the need to improve data collection surrounding the curriculum approval process so that the process and human impact of C-CAP can be monitored and observed. Strategies for improving C-CAP acceptance among the "late majority", the need for C-CAP best practice guidance, and suggested protocols on the knowledge management of curriculum designs are proposed. Opportunities for further process improvements in institutional curriculum approval, including a re-engineering of post-faculty approval processes, are also recommended.

    AB - Evaluation activity found the technology-supported approach to curriculum design and approval developed by PiP to demonstrate high levels of user acceptance, promote improvements to the quality of curriculum designs, render more transparent and efficient aspects of the curriculum approval and quality monitoring process, demonstrate process efficacy and resolve a number of chronic information management difficulties which pervaded the previous state. The creation of a central repository of curriculum designs as the basis for their management as "knowledge assets", thus facilitating re-use and sharing of designs and exposure of tacit curriculum design practice, was also found to be highly advantageous. However, further process improvements remain possible and evidence of system resistance was found in some stakeholder groups. Recommendations arising from the findings and conclusions include the need to improve data collection surrounding the curriculum approval process so that the process and human impact of C-CAP can be monitored and observed. Strategies for improving C-CAP acceptance among the "late majority", the need for C-CAP best practice guidance, and suggested protocols on the knowledge management of curriculum designs are proposed. Opportunities for further process improvements in institutional curriculum approval, including a re-engineering of post-faculty approval processes, are also recommended.

    KW - technology-supported approaches to curriculum design

    KW - organisational change

    KW - institutional change

    KW - information system

    KW - business process change

    KW - human-computer interaction

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

    M3 - Commissioned report

    BT - Principles in Patterns (PiP)

    PB - University of Strathclyde

    CY - Glasgow

    ER -

    Macgregor G. Principles in Patterns (PiP): Project Evaluation Synthesis. Glasgow: University of Strathclyde, 2012. 55 p.