ABSTRACT

Institutional approaches to curriculum development often privilege outcome over process. This paper explores the use of an adapted Change Academy approach, originally developed for teams from different institutions, to supporting teams from different disciplines within the same institution. The approach was evaluated through analysis of the experience of members of four teams, with data collected through a survey, focus groups, and the reflections of facilitators. We argue that educational developers supporting curriculum development should pay as much attention to the process as the outcome, and that a well-designed Change Academy approach can be effective in implementing curriculum change across an institution.

摘要

课程开发的机构方法通常优先于结果而不是过程。本文探讨了最初为不同机构的团队开发的，经过改编的变革学院方法的使用，以支持同一机构中来自不同学科的团队。通过分析四个团队成员的经验，通过调查收集的数据，焦点小组以及主持人的反映对这种方法进行了评估。我们认为，支持课程开发的教育开发人员应尽可能重视结果的处理过程，并且精心设计的变革学院方法可以有效地在整个机构中实施课程变革。