Decker, Olufemi Sallyanne, Sims, Stuart ORCID: https://orcid.org/0000-0002-5903-3398, George, Rachel, Pullen, Emma, Girdley, Ryan, Eranova, Mariya, Caussat, Paul, Achilli, Giulia, Quan, Lianfeng and Willson, Robert (2024) Embedding multiple disciplinary affiliation identities in shared modules to enhance curriculum design: Final Report. Project Report. Quality Assurance Agency, Online.

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Abstract

Context: Disciplinarity and interdisciplinarity are important but overlooked contexts when conceptualizing inclusivity in the curriculum. Modules, as the building blocks of programmes, have been the focus of significant work on promoting inclusivity, notably the elimination of BAME awarding gaps. Module sharing results in heterogeneous classrooms with multiple disciplinary identities. These classrooms offer opportunities and challenges for inclusivity and interdisciplinarity that remain largely under-researched. To enhance inclusivity in higher education (HE) further, it is important to consider how the curriculum is delivered via shared modules and via siloed/specific modules. Thoughtful curriculum design can help balance the logistical, resource and coordination challenges of shared modules with their interdisciplinary potential and opportunities to produce graduates who have depth of knowledge in their fields and the ability to collaborate across disciplines.
Approach: The term shared module was used in the conceptualisation, design and execution of this project. We took the term shared module to mean modules that are studied by students who are enrolled on different degree programmes. Siloed/specific modules are taken only by students enrolled on the same degree programme. The project comprised a three-phase approach:
1) A literature review that drew from different perspectives to contextualize shared modules, define their distinctiveness, highlight their curricular challenges and opportunities and then propose a definition and typology of shared modules that guided the design of the questionnaire survey and focus groups.
2) Partner institutions conducted a questionnaire survey of academic staff and QA professionals who had experience of teaching on shared modules and focus groups with students who participated on shared modules.
3) All questionnaire and focus group data were subjected to thematic analysis to capture key themes and sub-themes about experiences of designing, teaching and studying shared modules. These themes were used to develop tools for a multi-stage shared module curriculum design and enhancement toolkit.
Outputs: The project has resulted in two main outputs:
1) A multistage toolkit to guide and support a range of stakeholders to enhance the curriculum of shared modules when designing new shared modules; by reflecting on and evaluating existing shared modules; when delivering shared modules
2) A final project report (this document).

Item Type:	Monograph (Project Report)
Uncontrolled Keywords:	shared modules, interdisciplinary curriculum, curriculum design, inclusive curriculum, disciplinary identity, curriculum enhancement
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) L Education > LB Theory and practice of education > LB2361 Curriculum
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > School of Accounting, Finance and Economics
Last Modified:	14 May 2025 15:30
URI:	http://gala.gre.ac.uk/id/eprint/50441

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