Collaborative partnerships for curriculum development : an analysis of the critical factors in the development of policy-led undergraduate programmes

Abstract

This research focuses on the establishment of partnerships between higher education, further education and employers to develop new undergraduate programmes. The partnerships are a response to government policy which, since 1997, has encouraged institutions to work with employers to develop new programmes which promote workforce development and social inclusion.

The research was a collective case study of collaborative curriculum development. Two undergraduate programmes in each of three HEIs provided the context, with each partnership including further education and employer organisations. Evidence was drawn from documentary analysis, interviews and a questionnaire survey.

This research focuses on three key aspects of partnerships for curriculum development. Firstly, the analysis considers the reasons for partners becoming involved. The evidence suggests that each partner seeks to achieve a mixture of mission-related, developmental and business benefits, but their willingness to be explicit about these aims varies with the perceived sensitivity of each aim. From this a model is developed which shows the similarities and differences between partners in terms of their perception of benefits and thus their motivation for being involved.

Secondly, analysis of the barriers which beset partnership and curriculum development suggests a three dimensional typology (based on prevalence, response, and significance) which can be used to understand why some partnerships get into difficulties and why some fail.

Thirdly, the experiences of partners in overcoming the barriers they face are used to identify critical success factors in partnership for curriculum development.

The study concludes by developing a unifying model of the processes at work in collaborative curriculum development. This shows how, as collaboration proceeds and those involved tackle difficulties, the individual players become part of a functioning partnership.

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