Integrated Curriculum Design Framework

Programme teams should utilise a range of reference points to identify key  considerations for the curriculum design:

• Continuous Assurance and Quality Enhancement (CAQE) Data.
• Employability Metrics
• Other student data
• PSRB requirements.
• QAA Characteristics Statements
• QAA Subject Benchmark Statements.
• Ulster’s Graduate Attributes.
• Ulster’s Learning, Teaching and Student Experience (LTSE) Principles and Qualities.
• Competitor Analysis.
• Discipline Research.

Building on the research completed, programme teams need to identify programme stakeholders and adopt a co-design approach to ensure the curriculum design is future curricular design are indeed fit for purpose, future-facing and aligned to societal needs. This may involve questionnaires, interviews, focus groups, or curriculum design workshops.

Programme Design

Programme design establishes the overall direction and structure of the programme. Design should be informed by the insights uncovered in Phase 1 and rooted in developments within the discipline, evidence-informed educational practice, and student transitions into, through and out of higher education. Programme Teams are encouraged to use co-design approaches involving students and relevant colleagues, including the Library, Employability and Graduate Futures, Student Wellbeing, the Student Success Centre, Digital Learning and the Students’ Union.

At this stage, the Programme Team should agree:

• the programme philosophy and aims
• Programme Learning Outcomes
• the programme structure
• the modules required, including those requiring redesign or new development
• the overarching approach to learning, teaching and assessment
  responsibilities for module development.

Programme design is iterative. As modules are developed and stakeholder feedback is received, the team should revisit the programme structure, philosophy and aims to ensure that the curriculum remains coherent, progressive and aligned with relevant internal and external reference points.

Module Design

Module design translates the agreed programme approach into individual modules. Module leaders may work individually or collaboratively with academic colleagues, professional services and students. Each module should clearly contribute to the programme philosophy, aims and Programme Learning Outcomes, while following the agreed approach to learning, teaching and assessment.

At Ulster, module design is underpinned by an adaptation of Biggs and Tang’s Constructive Alignment, incorporating the dimensions of Knowing, Doing and Being from Barnett and Coate.

As modules develop, the Programme Team should review them collectively against the programme structure to confirm coherence, progression and clear coverage of the Programme Learning Outcomes before the programme proceeds to internal and external review.

The Centre for Curriculum Enhancement and Approval (CCEA) oversees the assurance of academic standards and the approval and review of the University’s award-bearing programmes.

For programme approval or revalidation, CCEA convenes a Panel of internal and external experts to undertake an independent and critically constructive review of the proposed provision. The Panel considers the quality, academic standards, coherence, currency and overall design of the programme.

At the end of the meeting, the Panel Chair reports the conclusions to the relevant (Associate) Dean, Head of School and programme or revalidation lead. This includes any recommendations or conditions of approval and the agreed minimum and maximum cohort sizes.

Following the Panel meeting, CCEA prepares a report setting out:

• the main characteristics of the provision
• conclusions on creativity, innovation and good practice
• conclusions on the currency and validity of the curriculum
• conclusions on quality and academic standards
• recommendations for addressing identified areas for development and further enhancing the programme.

The Programme Team then responds to any recommendations and conditions within the specified timeframe. The programme lead submits the revised approval documentation, incorporating any required amendments, together with a brief account of how the Panel’s recommendations and conditions have been addressed.

Once approval is confirmed, a definitive programme record is created. This becomes the primary reference point for programme delivery and records the approved programme title, curriculum and other key requirements, including whether approval is for a fixed period or is indefinite, subject to ongoing monitoring and review.

Curriculum delivery brings the approved curriculum to life through learning, teaching, assessment and student support. Ongoing enhancement draws on institutional data, student and staff feedback, evidence of student learning and engagement, external developments and reflective practice to identify opportunities for improvement. This continuous process helps ensure that the curriculum remains effective, inclusive, current and responsive to the needs of students and the discipline.

If necessary, the curriculum can then be modified, or may undergo a re-approval after a number of years.