Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Project Bid.doc


Published on

  • Be the first to comment

  • Be the first to like this

Project Bid.doc

  1. 1. Cover Sheet for Proposals (All sections must be completed) e-Learning Programme Name of Initiative: Institutional approaches to curriculum design Name of Lead Institution: City University Name of Proposed Project: PREDICT – Process Re-engineering Design for an Interdisciplinary Curriculum with Technology Name(s) of Project Partner(s): City University Full Contact Details for Primary Contact: Name: Susannah Quinsee Position: Director of Learning Development Email: Address: Learning Development Centre City University Northampton Square London. EC1V 0HB Tel: 020 7040 0215 Fax: 020 7040 3145 Length of Project: Four Years Project Start Date: September 2008 Project End August 2012 Date: Total Funding Requested from JISC: £400k Funding Broken Down over Academic Years (Aug-July): Aug08 – July09 Aug09 – July10 Aug10 – July11 Aug11 – July12 £125k £125k £125k £25k Total Institutional Contributions: £441k Outline Project Description This project responds to a University strategic imperative to evaluate our curriculum and build a core curriculum. The project will consider the challenges of doing this with our current curriculum design processes, identify key problems and challenges as well as current good practice for interdisciplinary curriculum design and working. It will then develop a new curriculum design model which will be supported by technology to create a more flexible and innovative process. In collaboration with Schools and other stakeholders the model will be piloted, evaluated and then rolled out across the institution. The project will be lead from the Learning Development Centre, a team which has considerable expertise in curriculum redesign, learning technology implementation and change management, working alongside other key services such as our Academic Development Unit and Information Services. I have looked at the example FOI form at YES NO Appendix B and included an FOI form in the attached bid (Tick Box)  I have read the Circular and associated YES NO Terms and Conditions of Grant at Appendix D (Tick Box) 
  2. 2. FOI Withheld Information Form We would like JISC to consider withholding the following sections or paragraphs from disclosure, should the contents of this proposal be requested under the Freedom of Information Act, or if we are successful in our bid for funding and our project proposal is made available on JISC’s website. We acknowledge that the FOI Withheld Information Form is of indicative value only and that JISC may nevertheless be obliged to disclose this information in accordance with the requirements of the Act. We acknowledge that the final decision on disclosure rests with JISC. Section / Paragraph No. Relevant exemption from Justification disclosure under FOI
  3. 3. City University, London JISC E-Learning Programme, Circular 05/08 Institutional Approaches To Curriculum Design Introduction 1. City University London recognises that much of the value of the institution is expressed through the quality and relevance of our curriculum. We focus on educational areas relevant to business and the professions, informed by our location within London, a World City. A high proportion (over 35%) of our learners are from overseas. We therefore need to ensure our programmes are flexible, innovative and responsive to both the changing needs of our learners and the changing marketplace of our employers. Our new University strategy has made this a priority for our educational purpose. For these reasons we are committed to a strategic re-development of our curriculum through a fresh approach that fully supports the evolving need for interdisciplinary working. To realise this vision we will establish new processes for curriculum design, which accommodate the diversity of our learners and will use technology to support staff in the design process. These new processes will be developed to exploit our existing ICT strategies by ensuring that staff involved in the design process can effectively deploy a variety of tools to enhance their pedagogical models. This in turn will create new curriculum structures that can be rapidly modified and extended to develop new learning opportunities and fulfil the needs of all our stakeholders. City’s Curriculum Vision 2. The new University strategy outlines our core educational mission, which can be characterised by the following:  High quality courses which are tailored to appeal to our core markets  Courses which create well-rounded graduates who possess a variety of life skills  Curricular context which is relevant and current  A cosmopolitan learning environment that enables our core educational purpose to be delivered. 3. In order to achieve this vision we need  a new curriculum design process that is efficient and flexible  information on learner achievements and ways to modify our existing offerings rapidly to remain current  responsive technology to accommodate our curriculum models and enhance learning opportunities Fit to Programme Objectives and JISC Community: Course Design for an Interdisciplinary Curriculum 4. One objective of our new University strategy is a mandate to reassess all undergraduate programmes in the next two years. On completion of this task postgraduate programmes will be similarly reassessed. The goal of this exercise is to identify: a) programme fitness for purpose, b) areas requiring further development, and c) core competencies common to all curricula. 5. A particular challenge for this exercise is that traditional curriculum design is aligned to disciplinary boundaries, while we expect to move to a curriculum that is interdisciplinary. This approach is predicated on the growing consensus that interdisciplinary working is necessary to tackle problems that are complex, multidimensional, and open ended. To address this we must develop a new curriculum design process that is not aligned to such boundaries. Success requires full engagement with staff from initial review to process design and implementation. Additionally we must ensure related business processes are updated to reflect the new approach. Our approach recognises the current separation between curriculum design in an educational context and that of a business context1 – we intend to resolve this disconnect in order to achieve our vision. 1 See D4L Phase 2 1
  4. 4. City University, London JISC E-Learning Programme, Circular 05/08 Institutional Approaches To Curriculum Design 6. City’s strategic goal is a design process that naturally fosters interdisciplinary design where appropriate and offers agility in ongoing curriculum adjustments to meet changing external and internal influences of our diverse stakeholders – whether learners, staff or employers. We recognise that technology will allow us to manage this process through exploitation of our Business Process Management (BPM) capabilities that are available as part of our Service Oriented Architecture (SOA) for IT provision. This means the new process will be designed as technology supported from inception. 7. We will initially work with the undergraduate curriculum review team to identify specific elements of the curriculum design process that are weakest and most in need of change with the introduction of a core curriculum. A new technology supported model for curriculum development will be created which will also draw on recognised good practice from certain Schools. This model will be piloted during the second year of the project with a subset of our seven schools and evaluated during the course of one academic year. The evaluation will involve engagement with key stakeholders in the process to assess the success of the new model, whether it has overcome those challenges identified and whether it enables the seamless integration of elements of a core curriculum into the design process. We will then modify the model and it will be rolled out more widely. The benefit of this approach is that it enables us to implement the new model in a managed way and reduce the risks associated with such a large scale redesign of our curriculum. It also enables us to fully engage with our stakeholders and ensure that they feel active in the creation of a more responsive design process. 8. An important outcome of this project will be the development of supporting materials that explore and explain how to approach interdisciplinary design and to implement it using contemporary ICT. The audience for this material will be both City senior management and the wider community, many of whom are facing similar issues, particularly around the embedding of key skills and core competencies. 9. There are other strategic drivers at City which will feed into this project.  Our Information Services, City 20122 strategy has five core programmes including improving the student experience and enhancing the efficiency and effectiveness of all we do. These programmes of work are being realigned to support the University strategy and will ensure that we have the supporting infrastructure – a Service Oriented Architecture (SOA) and Business Process Management (BPM) to facilitate innovative use of technology to support pedagogic design processes  We have a three year e-portfolio and PDP project to develop learner defined curricula and embed key skills and attributes within all programme areas, enabling lifelong learning opportunities and to create learners who are adaptive workers3  We are undertaking a review of all our strategic learning software, including our virtual learning environment, to ensure that it meets the needs of our staff and students and to migrate to a flexible learning system that is at the core of our educational offering  Our bespoke programme management system – PRISM4 – is about to be rolled out to supply programme specifications to the web. This system has the capability to be developed to create other forms of documentation that could be used to define success metrics for specific programmes such as attendance and learner progress.  The Learning Development Centre, who are leading this project, are also partners in an ESRC funded project - ENSEMBLE - Semantic Technologies for the Enhancement of Case Based Learning5. This research project will explore the potential of the emerging ‘Semantic Web’ to support teaching in 2 3 4 Two years ago City University embarked on an ambitious SOA strategy that has already featured as a JISC case study. This strategy provided connectivity between core backend systems such as the Student Records System, the Virtual Learning Environment and our finance system. In addition we developed an in-house management system for programme and module specifications called PRISM. As part of the development of PRISM the programme approvals process was modelled and partially implemented; when a module is approved details are sent from PRISM to the student record system in an XCRI format. It is proposed to build on this SOA infrastructure and PRISM application. This will include re modelling the approvals process to make it more agile, automating the whole process, implementing a monitoring system to provide management information and metrics, and finally providing integration with key marketing systems and web sites to provide a consistent view of the data. 5 2
  5. 5. City University, London JISC E-Learning Programme, Circular 05/08 Institutional Approaches To Curriculum Design complex, controversial and rapidly-evolving fields where case based learning is the pedagogical approach of choice. Our relationships with the ENSEMBLE team will enable us to place this curriculum design project in a larger context and gain shared expertise, as well as communicating with a wider variety of stakeholders beyond City. Work Plan: Project Structure 10. We have a project constructed of four consecutive work packages that we have adjusted here to align with the requirements of the JISC call for projects – in particular with regard to community participation. Along side these packages are on-going tasks such as project management, communications and evaluation. 11. The project manager will manage the interface between this project and JISC, including preparation and submission of interim and final reports (see community engagement below). 12. In the package descriptions below each line item will have distinct deliverables appropriate to the task in hand (e.g. Process Model expressed in BPMN6, Report detailing findings) and will be executed using tailored techniques (e.g. workshops, document reviews). Package 1: Discovery, Planning, September 2008 through August 2009 13. We start with a programme of discovery, which is perfectly aligned to the JISC objectives for community involvement. Discovery will focus on:  Analysis of the “as-is” process model and working practices for curriculum design  Complete a detailed investigation of stakeholders to create a segmented hierarchy (e.g. “All Lecturers” (includes) “Visiting lecturers”...) that will help us then perform a mapping of stakeholder interactions  Evaluate the existing programme approvals process with stakeholders  Document our principles and values (e.g. “our curriculum will...”)  Explore the obstacles to interdisciplinary curriculum design that exist in the current process  Research current available material regarding curriculum design and if/how other institutions are planning to address interdisciplinary/core curriculum design  Assess how our existing SOA/BPM/Portal technologies might enable activities and interaction with the business activity of curriculum design 14. In tandem with and driven by discovery activities we will perform a detailed planning exercise that:  Further defines and refines our understanding of our curriculum design process challenge – in particular this will consider considerations for interdisciplinary design and how best to align the design process to the joint axis of pedagogic and business objectives, thus mitigating the current disconnect.  Through stakeholder consultation we will define a change programme with well set expectations and a clear vision for how the “to-be” process will benefit the University– this programme will scope the extent of innovation we adopt. In turn this high level change programme will contribute to definition of subsequent work packages in more detail.  At this stage we will also be able to define key performance indications (KPIs) that measure our success in supporting stakeholder groups. KPIs may be designed to have targets of a period of time. KPI’s will form part of our overall evaluation plan, and remain in place as part of the final solution (we hope to be able to imbed and monitor KPI measures via BPM tools into the new process).7 6 BPMN – Business Process Modeling Notation 7 Outcomes will be evaluated using the e-Learning Spectrum issues and measures of change (Exploring Tangible Benefits of e-Learning), 3
  6. 6. City University, London JISC E-Learning Programme, Circular 05/08 Institutional Approaches To Curriculum Design 15. Discovery and subsequent planning will be performed as part of our strategic review of the undergraduate curriculum. Importantly our external research and collaboration with other institutions will be given a clear framework and remit though participation in this JISC programme. We expect our discovery activities to directly contribute to the programme as well as benefit from other institutions experiences and knowledge. Our planning process should also be of interest. Package 2: Process Re-Engineering for a Core Curriculum, September 2008 through August 2010 16. This package, executed in an iterative manner, will focus on process re-engineering and related tasks:  Identify and define new business processes for curriculum design (stakeholder workshops, scenario planning (“what would a future graduate of a programme be like”, how would we achieve that?), develop and refine process models, event analysis, simulation). Here we will create a new model for the curriculum design to incorporate a core curriculum.  Information (data) and Knowledge (human skills, experience, competencies etc) requirements.  Strategic technology usage – how will the City SOA environment be used to support the new processes.  Impact analysis for change programme and ratified process designs – what system/facility costs might be incurred, what saving might result? 17. As the process re-engineering task progresses we will then move to some lightweight prototyping of elements of the process to further drive explore how the new curriculum design process can be refined and aligned to various parts of the institution. This exercise will further highlight the scope of change undertaken and assist in defining risks resulting from change. 18. Working with Information Services, we will build a full end to end prototype of the new curriculum design process and pilot this across three schools: 1) Cass Business School, 3) City Community and Health Sciences, and 3) The School of Engineering and Mathematical Sciences (see supporting letters in the appendix). It is possible that we may vary the prototype for each School in order to maximise that information we can gather regarding the appropriateness of our chosen approach(es) . Package 3: Evaluate, Build and Deploy, September 2010 through August 2011 19. Following our pilots we will fully evaluate our success against our KPIs and targets for given stakeholder groups. This evaluation will be performed though review of School feedback during the pilots and though workshops with representation from all stakeholders. 20. A further exercise of process re-engineering will take place here to update the process models created in package 2. Successes and lessons learnt from the pilots, as well as enhancements needed to the technology supporting the process would be required. 21. The prototype will be amended and further developed and re-piloted with the core Schools from work package 2. Subject to meeting success criteria we will extend the pilot to other Schools at this time. At this stage work would be completed to ensure the prototype is ready for production usage across the Institution. 22. We will also plan for migration of all Schools to the new core curriculum. This planning will address sustainability beyond the life of the project. Package 4: Monitor, Review, Extend, September 2011 through August 2012 23. At this stage we will have a fully developed and ratified process for core curriculum development in use by at least three Schools as a prototype. This final work package is to ensure this new process is fully adopted to support the University strategy. 4
  7. 7. City University, London JISC E-Learning Programme, Circular 05/08 Institutional Approaches To Curriculum Design  The main focus here would be to embed the new process within the core business of the institution and to ensure that all changes and evaluation are embedded into existing practice. There may be some ongoing ‘tweaks’ needed to the process but at this stage it would be vital that these could be handled within core business.  There will also a full analysis of the outcomes of project. These might go beyond the life of the project, as feedback from graduate and employers who have been through the new curriculum may not complete until after the project. This would need to be addressed as part of core business. Project Risk Provisional Assessment 24. With a project of this size and duration it is not feasible to develop a highly detailed risk analysis until the initial discovery work package has begun to yield greater insight into the problem domain. Here we consider some broad risks that the project could face. a. Scale and or scope of the challenge are underestimated. The discovery phase planning tasks must uncover stakeholder requirements and set expectations accordingly against available budget. City recognise that a new process for curriculum design is a strategic imperative so should the challenge exceed the planned project size we will restructure our plans to ensure we can address the principal needs and position the institution for further change in this area. This would not impact our value or commitment to the JISC programme. b. Broad commitment of Schools/staff to change is restricted in some manner (e.g. work load constraints). Over a period of 4 years it is hard to predict individual availability for specific tasks, however as the project progresses and develops detailed plans for phases of each work package we can accommodate needs in such areas. The senior backing and strategic importance of the work will help ensure staff recognise the value of the initiative. c. Change in personnel. Again, over the lifetime of a long project it is not possible to guarantee all personnel will remain part of the core team. We would expect to replace any individual who can no longer participate with a similarly skilled and committed person. d. Technology challenges. We expect our SOA technologies to support the process re-engineering requirements; however it is possible that additional technologies will need to be selected to augment our current tools. If so these costs are not included here. Community Engagement: City, JISC and the HE Community – Common Goals 25. In order for the project to succeed it will be vital that we engage fully with a variety of stakeholders, both within City and externally. We will work closely with JISC and other HEIs to disseminate our findings and create a community of practice in this area. It is envisaged that we will use a process of collaborative enquiry to inform the project methodology and dissemination.8 Within this framework the processes of review, analysis and discussions in various meeting and interdisciplinary exchanges, together with seminars, conferences will be facilitated. 26. City recognises this project is a strategic imperative and is committed to making all necessary resources available to work with the project team. Naturally this commitment extends to making appropriate resources available to working in partnership with the curriculum design support and synthesis project and programme of events as outlined in the project call. Key Stakeholders Interest and Engagement Students Students will be involved in the new design process which will lead to improved learning opportunities and ensure we are better able to prepare students for international employment. Students will be consulted as part of the focus groups in 8 Such as that explored in the CAMEL project 5
  8. 8. City University, London JISC E-Learning Programme, Circular 05/08 Institutional Approaches To Curriculum Design the initial project phase and later in the evaluation process. We will embed such evaluation into our core processes to ensure sustainability beyond the life of the project. University staff, both We need to work with staff to improve their knowledge and skills in collaborative academic and support technology supported design, enquiry based learning design, interdisciplinary working and curriculum design. Staff will form the main interest group throughout the life of the project. The project team will work with curriculum design teams in Schools, which will include both academic and non academic staff, such as subject librarians, to ascertain the challenges of our current process, identify good practice in terms of interdisciplinary working and the core curriculum, and to rollout the new model, as well as evaluate its achievements and identify areas for redesign. Senior managers As this project leads directly from a strategic imperative, senior management will be key advocates for the work of the project as well as ensuring that the project delivers. The project team will report to internal senior management events such as Heads meetings and School Executive committees. Regular reports on the status of the project will be fed into the University’s Senior Responsible Owners Forum which manages the delivery of the University’s strategy and meets on a monthly basis. Our Deputy Vice Chancellor for Education, who is sponsoring this project and leads on the undergraduate curriculum review, sits on this forum. The final report delivered at the end of the project will be presented to senior management. Employers and It is important to involve employers in curriculum design to ensure that the HE Professional Bodies curriculum prepares graduates for the world of work. Employers and professional bodies will be consulted through workshops and focus groups as part of the initial phase to identify what core skills a City graduate needs to work in the business and professions. They will also be consulted during the evaluation phase as to whether the model delivers these competencies. Employer engagement will be embedded into our review processes once the project is completed to ensure that our graduates are meeting their requirements. Higher Educational We will hold a series of workshops and events for other HEIs during the project, at Institutions least one per year, on our findings as well as connecting with peer institutions who are undergoing similar processes. This may involve institutions beyond the UK, such as the University of Singapore, so that we can learn from their practice. We will also contribute to at least one conference for the sector during each year of the project to disseminate our findings and share our practice. One of the final deliverables will be a case study of our experiences and guidance for institutions embarking on similar initiatives, which we will make available to the wider community online. JISC and project We will engage with JISC to inform our decision making about interdisciplinary, community inter-sector curricular design as well as to share our lessons from qualitative research into technology enhanced teaching practices. All of the project board will devote at least 50 days per year in the first year of the project and at least 25 days per year in the final three years contributing to JISC community briefings and events, sharing information on the successes and challenges of the project and learning from other project teams. City will provide financial support and assistance for these activities. 27. This project will benefit considerably from sharing in the expertise of other institutions and project teams facing similar challenges. We view this potential network as a major asset in problem solving, generating shared understandings of the challenges we face and creating a new innovative process. 6
  9. 9. City University, London JISC E-Learning Programme, Circular 05/08 Institutional Approaches To Curriculum Design Broad HE Consultation and Communications Throughout 28. A planned communications strategy with internal and external stakeholders will underpin the life of the project to ensure that we are able to gain maximum benefit from liaison and engagement with the wider community. Throughout the life of the project we will:  Disseminate our experiences through formal workshops and events at City for external stakeholders (coordinated with the parallel JISC Synthesis project)  Engage with the wider JISC community and project network through involvement in and attendance at community events, contribution to the development of shared resources, such as blogs and wikis, publication of reports and reflective project logs  Delivery of case studies and reports of our experiences at the end of the project 29. There are a set of communications activities which we will undertake during each work package: Internal communications External communications Work package Project start up communications Attendance at community events 1: Discovery Web site set up Identification of similar projects and and planning Collaborative tools set up – blog, wiki initial knowledge sharing Focus groups with staff, students and External publicity of project aims at HE employers sector events such as ALT conference, Senior management briefing HeLF, JISC and HEA events Heads meeting presentation Engagement with organisations, both Publication of ‘as is’ knowledge nationally and internally with similar Publication of KPIs interests Initial report/conference presentation on first year of project Work package Regular internal reports on project status to Engagement with community of practice 2: Process Re- senior management through JISC and community events Engineering for Small design teams made up of academic and Building relationships with similar a Core support staff working in 3 Schools – internal projects through visits and sharing of Curriculum communications on progress via committees experiences and workshops Workshop at City on progress of project Roadshows in other Schools on status of and to disseminate prototype project and planning for next phase Conference presentation on work so far Reflective blog and wikis used as part of and demonstration of prototype process design process Demonstration of prototype at Heads meeting and other University forums Publication of progress against KPIs Work package Evaluation activities with pilot groups Evaluation schema publicised at 3: Evaluate, communicated via roadshows in all Schools community events Build and Use of web tools to assist with evaluation and Share deployment strategies with similar Deploy train staff in new process project teams via web and meetings Identification of initial set of case studies from Publicise evaluation findings via Schools that can be used to publicise process conference presentation Evaluation reports given to senior Publication of interim report and management evaluation Presentation on activities at Heads meeting Initial set of case studies made available and other University forums to wider community Workshops and training events for staff on use of new process Publication of progress against KPIs 7
  10. 10. City University, London JISC E-Learning Programme, Circular 05/08 Institutional Approaches To Curriculum Design Work package Project closure report to senior management Attendance at community events to 4: Monitor, Sustainability process and plan publicised feedback on value of engagement with Review, Extend Evaluation of training and professional projects development Final set of case studies published Lessons learnt log publicised Final report published Reflective blog and web tools closed and Conference presentation on lessons experience wrapped into final report learnt and value to wider sector Documentation on new process publicised via Report published on how engagement engagement with University forums, such as with wider community has benefitted Heads meeting and programme directors project forum Creation of community of practice to live Further professional development and training beyond the project – using web tools activities Budget Details of this are held separately. 8
  11. 11. City University, London JISC E-Learning Programme, Circular 05/08 Institutional Approaches To Curriculum Design Project Team Experience 30. At City we follow the PRINCE2 project management methodology. Therefore, the constitution of the project board and team has been articulated in relation to PRINCE2 roles. Professor David Bolton, Deputy Vice Chancellor Keith Wilkinson, Project Director, Information, Education is the Project Executive. He will be Process and Change Services, will take on the role of leading the undergraduate curriculum review and has Project Assurance. An experienced project manager, expertise in championing learning and teaching Keith, has led a number of successful projects at City projects at institutional level, as he is currently and is programme manager for the student leading our student experience programme. experience programme. He led the project to introduce the PRISM system and has expertise of The Project Manager will be Dr Pam Parker, working with technology to support the programmes Associate Director, Learning Development at City. Centre. She is an expert on curriculum design and delivery as well as programme management at City. John Gallagher, Information Architect, has Currently she is leading a review of all programme recently been appointed Application Architect for the specifications for appropriate web delivery. She has University in order to define and document their also managed projects to apply curriculum models to Enterprise Architecture. He is TOGAF certified as a discipline specific areas within a School. part of the JISC EA initiative. Prior to that he has been working with a number of Universities on the Senior Supplier roles will be met by a number of adoption of SOA principles to solve business senior staff. Dr Susannah Quinsee, Director of problems, including the management and lifecycle of Learning Development will ensure resources and programme specifications, staff and students records. support from the Learning Development Centre. She Prior to this he has been involved in a number of is an expert in change management and engaging government sponsored projects such as Consumer stakeholders in learning and teaching development Direct, Individual Learning Accounts pilot for London initiatives. She has led wide scale institutional and the e-Government initiative. projects such as rolling out the virtual learning environment and championing a managed learning The Senior User role will be fulfilled by Dr Roberta environment. Williams, Deputy Dean Teaching City Community and Health Sciences (CCH&S). Roberta has Susannah Marsden, Head of the Academic strategic oversight and responsibility for learning and Development Unit (ADU), will provide engagement teaching within CC&HS which covers nursing and from the quality and enhancement teams of the allied health professions and constitutes one third of University and appropriate resources. The ADU has the University’s students. She has led on change considerable expertise in programme management projects relating to the restructuring of the School and and Susannah has experience of supporting has considerable experience in developing curricula programme developments and enhancing curriculum that meet professional bodies and employer processes as well as engaging external stakeholders. requirements. Helen Emerson, Academic and Professional Process and Support Director, Information, Process and Change Services. Helen has considerable experience of business process review and change management in relation to the operation and delivery of degree programmes. She has been working closely with the Deputy Vice Chancellor to develop the new University strategy and has been involved in a number of projects to streamline business processes in the Registry and Academic Services. 9
  12. 12. City University, London JISC E-Learning Programme, Circular 05/08 Appendices Institutional Approaches To Curriculum Design Vice Chancellor’s Office Professor David Bolton Deputy Vice Chancellor (Education) Northampton Square London EC1V 0HB T +44 (0) 20 7040 8443 Thursday, 06 May 2010 Susannah Quinsee Learning Development Centre Dear Susannah Support of application for JISC call 05/08 – Call for projects on institutional approaches to curriculum design I am very pleased to be sponsoring this application for the JISC call for projects on institutional approaches to curriculum design. As you know, I will be leading a strategic imperative from our Vice Chancellor to review our undergraduate curriculum across the University from September 2008. This is explicitly included in the University Strategic Plan 2008-2012 that was recently approved in principle by Council. One result of this is that we will be implementing various aspects of a core curriculum from the following academic year – 2009-2010. We will need to re-engineer our curriculum design processes in order to do this effectively, and I regard this project as one important plank in making that happen. This project therefore represents a crucial part in realizing our strategic vision for education at the University and enhancing learning opportunities for our students. I will support this project at the University’s Executive Committee, through Senate, and through our Senior Responsible Owners Forums as well as chairing the project board. Yours sincerely, This reference is given to you in strict confidence, without liability on the part of the University or the writer, for the purpose of assisting in the selection of candidates for employment as POSITION at INSTITUTION. The reference may not be disclosed to third parties who are not involved in the selection process
  13. 13. City University, London JISC E-Learning Programme, Circular 05/08 Appendices Institutional Approaches To Curriculum Design Cass Business School 106 Bunhill Row London EC1Y To Dr Susannah Quinsee, Director of Learning Development From Professor Steve Haberman Deputy Dean, Cass Business School Support of application for JISC call 05/08 – Call for projects on institutional approaches to curriculum design Dear Susannah I am pleased to confirm that in principle the Cass Business School supports the bid led by the Learning Development Centre under the JISC call for institutional approaches to curriculum design. We would be pleased to work with the project team to review current programme approval processes and consider how a more responsive process could be developed which would fit more appropriately with the educational aims of the Cass Business School. We would also be interested in ascertaining how elements of a core curriculum could be incorporated into existing undergraduate programmes at Cass. Best wishes Steve Haberman Deputy Dean, Cass Business School The University for business and the professions
  14. 14. City University, London JISC E-Learning Programme, Circular 05/08 Appendices Institutional Approaches To Curriculum Design