Disruption as a catalyst for change?
Generating widespread, meaningful changes to higher education curricula is notoriously difficult in institutions where disciplinary ties and signature pedagogies are strong. The universal, severe and ongoing disruption to the sector owing to the COVID-19 pandemic has forced many academics to adopt new, often unfamiliar, practices in their teaching and curriculum. Although opportunities for sustained curriculum change have emerged, it is critically important to understand the nature of, and variation between, the specific experiences and responses of those teaching the curriculum.
We examined the experiences of academics and their approaches to teaching during early 2021. Utilising the relational 3P model of Trigwell and Prosser (2020) as a guiding framework, we analysed how the disruption may have impacted each part of the model across our study cohort.
Contact: Associate Professor Chris Deneen
