Abstract
Why take on a whole-of-university approach to the improvement of learning and teaching? This chapter answers this question by describing the state of current practice followed by a rationale for the self-organizing university model including the need for theory, collaboration, and new institutional practice for governing the learning and teaching process.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Barman, L., Bolander-Laksov, K., & Silen, C. (2014). Policy enacted—Teachers’ approaches to an outcome-based framework for course design. Teaching in Higher Education, 19(7), 735–746. doi:10.1080/13562517.2014.934346
Berry, A. (2007). Tensions in teaching about teaching: Understanding practice as a teacher educator. Dordrecht: Springer.
Borko, H., Liston, D., & Whitcomb, J. A. (2006). A conversation of many voices: Critiques and visions of teacher education. Journal of Teacher Education, 57(3), 199–204. doi:10.1177/0022487106287978
Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education. Retrieved from http://www.innovation.gov.au/HigherEducation/Documents/Review/PDF/Higher%20Education%20Review_one%20document_02.pdf
Burgess, H. (2004). Redesigning the curriculum for social work education: Complexity, conformity, chaos, creativity, collaboration? Social Work Education, 23(2), 163–183. doi:10.1080/0261547042000209189
Coate, K., & Tooher, M. (2010). The Galway symposium on design for learning: Curriculum and assessment in higher education. Teaching in Higher Education, 15(3), 347-354. doi:10.1080/13562511003740924
Cochran-Smith, M., & Zeichner, K. M. (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Washington, DC: American Educational Research Association.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. doi:10.1177/0022487105285962
Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond, J. Bransford & National Academy of Education (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
Devlin, M., Kift, S., Nelson, K., & Smith, L. (2012). Effective teaching and support of students from low socio-economic backgrounds: Resources for Australian Higher Education. Retrieved from http://www.olt.gov.au/project-effective-teaching-and-support-students-low-socioeconomic-backgrounds-resources-australian-h
Florian, L., Young, K., & Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: Studying curricular reform in an initial teacher education course. International Journal of Inclusive Education 14(7), 709–722. doi:10.1080/13603111003778536
Forlin, C. (2010). Teacher education reform for enhancing teachers’ preparedness for inclusion. International Journal of Inclusive Education, 14(7), 649–653. doi:10.1080/13603111003778353
Furlonger, B. E., Sharma, U., Moore, D. W., & Smyth-King, B. S. (2010). A new approach to training teachers to meet the diverse learning needs of deaf and hard-of-hearing children within inclusive Australian schools. International Journal of Inclusive Education, 14(3), 289–308. doi: 10.1080/13603110802504549
Goldspink, C. (2007). Transforming education: Evidential support for a complex systems approach. Emergence: Complexity & Organization, 9(1/2), 77–92.
Grima-Farrell, C. (2012). Identifying factors that bridge the research-to-practice gap in inclusive education: An analysis of six case studies. (Unpublished doctoral dissertation). Charles Sturt University, Bathurst.
Hoban, G. F. (2004). Seeking quality in teacher education design: A four-dimensional approach. Australian Journal of Education, 48(2), 117–133. doi:10.1177/000494410404800203
Hopkins, D., & Levin, B. (2000). Educational reform and school improvement. NIRA Review, 21–26.
Hora, M. T. (2012). Organizational factors and instructional decision-making: A cognitive perspective. The Review of Higher Education, 35(2), 207–235. doi:10.1353/rhe.2012.0001
Kemp, D., & Norton, A. (2014). Review of the demand driven funding system. Retrieved from https://docs.education.gov.au/system/files/doc/other/review_of_the_demand_driven_funding_system_report_for_the_website.pdf
Kezar, A. (2000). Understanding the research-to-practice gap: A national study of researchers’ and practitioners’ perspectives. New Directions for Higher Education, 110, 9–19. doi:10.1002/he.11001
Kezar, A., & Lester, J. (2009). Organizing higher education for collaboration: A guide for campus leaders. San Francisco, CA: Wiley.
Kimber, M., & Ehrich, L. C. (2015). Are Australia’s universities in deficit? A tale of generic managers, audit culture and casualisation. Journal of Higher Education Policy and Management, 37(1), 83–97. doi:10.1080/1360080X.2014.991535
Knapp, M. S., & Brandon, R. N. (1998). Building collaborative programs in universities. In M. S. Knapp (Ed.), Paths to partnership: University and community as learners in inter professional education. Oxford: Rowman & Littlefield Publishers.
Knight, P. T. (2001). Complexity and curriculum: A process approach to curriculum-making. Teaching in Higher Education, 6(3), 369–381. doi:10.1080/13562510120061223
Kuhn, T. (1996). The structure of scientific revolutions (3rd ed.). Chicago: University of Chicago.
Kuhn, K.-A. L., & Rundle-Thiele, S. R. (2009). Curriculum alignment: Exploring student perception of learning achievement measures. International Journal of Teaching and Learning in Higher Education, 21(3), 351–361.
Lam, B. H., & Tsui, K. T. (2014). Curriculum mapping as deliberation—Examining the alignment of subject learning outcomes and course curricula. Studies in Higher Education. doi:10.1080/03075079.2014.968539
Levin, B. (2010). Governments and education reform: Some lessons from the last 50 years. Journal of Education Policy, 25(6), 739–747. doi:10.1080/02680939.2010.523793
Macdonald, D. (2003). Rich task implementation: Modernism meets postmodernism. Discourse: Studies in the Cultural Politics of Education, 24(2), 247–262.
Norton, A., Sonnemann, J., & Cherastidtham, I. (2013). Taking university teaching seriously. Grattan Institute.
Oliver, B. (2013). Graduate attributes as a focus for institution-wide curriculum renewal: Innovations and challenges. Higher Education Research & Development, 32(3), 450–463.
Oliver, S. L., & Hyun, E. (2011). Comprehensive curriculum reform in higher education: Collaborative engagement of faculty and administrators. Journal of Case Studies in Education, 2, 1–20.
Ronsholdt, B., & Brohus, H. (2014). Towards more efficient student course evaluations for use at management level. Tertiary Education and Management, 20(1), 72–83. doi:10.1080/13583883.2014.881912
Sabri, D. (2010). Absence of the academic from higher education policy. Journal of Education Policy, 25(2), 191–205.
Schalock, H. D., Schalock, M. D., & Ayres, R. (2006). Scaling up research in teacher education: New demands on theory, measurement and design. Journal of Teacher Education 57(2), 102–119. doi:10.1177/0022487105285615
Song-Turner, H., & Willis, M. (2011). Re-engineering the course design and delivery of Australian tertiary education programmes: Perspectives from Chinese students. Journal of Higher Education Policy and Management, 33(5), 537–552. doi:10.1080/1360080X.2011.605228
Tudor, I. (2006). Teacher training and ‘quality’ in higher education language teaching: Strategies and options. European Journal of Teacher Education, 29(4), 519–532. doi:10.1080/02619760600944811
Winn, S., & Zundans, L. (2004). University and school connections: Enhancing literacy development of primary aged children. Special Education Perspectives, 13(1), 49–62.
Zundans-Fraser, L. (2014). Self-organisation in course design: A collaborative, theory-based approach to course development in inclusive education. (Unpublished doctoral dissertation). Charles Sturt University, Bathurst.
Zundans-Fraser, L., & Bain, A. (2015a). The role of collaboration in a comprehensive programme design process in inclusive education. International Journal of Inclusive Education. Advance online publication. doi:10.1080/13603116.2015.1075610
Zundans-Fraser, L., & Bain, A. (2015b). How do institutional practices for program design and review address areas of need in higher education. Manuscript submitted for publication.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Bain, A., Zundans-Fraser, L. (2016). The State of Program Design and Development. In: Rising to the Challenge of Transforming Higher Education. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0261-8_2
Download citation
DOI: https://doi.org/10.1007/978-981-10-0261-8_2
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-0259-5
Online ISBN: 978-981-10-0261-8
eBook Packages: EducationEducation (R0)