Over the past two decades, external influences over continuous curriculum improvement have increased, so universities have implemented centralized approaches to respond to external accountability demands, such as national and international accreditations. These approaches have diminished teaching staff engagement with continuous curriculum improvement, without necessarily improving student outcome attainment. To illustrate mechanisms that engage and disengage teaching staff, we present a case study of a 3-year continuous improvement process implemented in a selective university in Chile. Throughout the process, 61 teaching staff members were involved in outcome assessment tasks and curriculum discussions. By triangulating three sources of evidence (97 assessment plans, 27 meeting minutes and 11 interviews), we identified engagement mechanisms that were related to staff members’ motivation to improve student outcomes, and disengagement mechanisms that were related to their reticence towards misaligned and externally imposed policies. Teaching staff’s perspectives on continuous improvement were discussed for further generalization of these mechanisms.

在过去的二十年里，对课程持续改进的外部影响有所增加，因此大学实施了集中式方法来响应外部问责制要求，例如国家和国际认证。这些方法减少了教学人员对持续课程改进的参与，但不一定能提高学生的学习成绩。为了说明吸引和脱离教职员工的机制，我们提供了一个案例研究，该案例研究在智利的一所精选大学实施了一个为期 3 年的持续改进过程。在整个过程中，有 61 名教学人员参与了成果评估任务和课程讨论。通过对三个证据来源（97 个评估计划、27 个会议记录和 11 个访谈）进行三角测量，我们确定了与工作人员提高学生成绩的动机相关的参与机制，以及与他们对错位和外部强加政策保持沉默相关的脱离机制。讨论了教学人员对持续改进的看法，以进一步推广这些机制。