There is considerable evidence from the Curriculum Design programme that a focus on design processes can allow new learning outcomes to be embedded into the curriculum. Several institutions involved in the programme are going through a process of wholesale review of undergraduate programmes (e.g. SRC, PALET). Changed modular structures are often the headline rationale, but a refocus on graduate capabilities and attributes is also a key driver. There are many opportunities for projects to have an impact here, and to demonstrate that process renewal can be productively aligned with transforming the experience of learners.

Changed documentation has allowed new issues to be considered during design, and so integrated into offered programmes. Examples include early formative assessment, professional practice, and sustainability issues. A standardised but flexible design process also offers more traction to future changes of educational strategy and priority.

PALET at Cardiff notes that 'the introduction of an electronic system to manage programme development provides an opportunity to do a range of things in respect of curriculum design'. The project has initiated three changes: 'hard-coding' the process to ensure certain considerations about the curriculum are compulsory; linking in structured guidance, tools and case studies to support better quality design decisions; and creating opportunities for cohort peer support amongst academics going through the process of devising or revising programmes.

However, specifying issues and processes is only one phase. There also has to be ownership by programme teams and resources (including staff time, staff reward, and staff development) to support the embedding of new agendas in taught subjects. Tensions are created when administrative demands seem to dominate dominate curriculum processes which used to be handled collegially. Projects such as PALET and UG-Flex at the University of Greenwich have shown that they can establish trust in both directions by acting as an 'honest broker: showing curriculum teams that centralised processes provide real benefits, such as better quality information, time savings, and production of quality course materials, without sacrificing academic quality control; and persuading central services that subject specialist teams must be allowed to develop their own vision of/for the curriculum.

Evidence from the Delivery programme includes the following:

Skills/capabilities

“Perhaps most importantly for learning outcomes were the repeated and unprompted statements by students that the inclusion of decisions in the VPs required them to think more actively, promoted clinical reasoning and developed better understanding than paper based cases.” (Generation 4)

"The reflective writing part helped me understand my progress throughout the year and highlighted area's in which I did well and areas which needed attention. Whilst working through the year I gained lots of key skills but I didnt realise this until I had written the reflective diary."  (MoRSE student)

“The number of students who agreed that they “felt well prepared when they entered the lab” increased from 18 % to 54 %” eBioLabs

General achievement

"By providing a set of integrated and comprehensive high‐quality on‐line tools and resources that allow students to prepare to succeed in laboratory classes we have increased student achievement." (eBioLabs) 

"In a  controlled trial of VP impact on exam performance, students performed better on questions set around option points" (Generation 4)

"Podcasting has begun to help the Psychology course team to reduce the number of dissertation resubmissions and enhance the quality of dissertations by an estimated 10%." (Duckling)

Attainment 

"There is a significant increase in the attainment of Level 3 learners completing their programme.  College reporting processes using data in pro‐achieve define those learners who gain Merits and Distinctions as gaining higher grades. (Springboard TV)

"NVQ L1 Achievement results 2010 up by 43%" 

"Level 2 Food Safety achievement results up by 141.75%"

"The Higher Diploma which ran over the full two years of the project saw retention grow from 62% to 92%, achievement from 69% to 73% and success from 43% to 67%."(Making the New Diploma a success)

Retention/progression

"The Higher Diploma which ran over the full two years of the project saw retention grow from 62% to 92%, achievement from 69% to 73% and success from 43% to 67%."(Making the new Diploma a success)

"The percentage of students progressing to university has increased from 37% in 2009 to 77% in 2010. (Springboard TV) 

"Progressing students up by 200%" (Making the new Diploma a success)

"70% of students perceived that using DLM would benefit their learning.  79% agreed that DLM would be useful for reviewing and reflecting after teaching sessions. 81% did want to know how teaching related to the broader curriculum. 83% thought that using DLM would be useful for revision. 59% felt that DLM would help them better understand the curriculum."  (Dynamic Learning Maps)

Learner choice

"Both staff and students from modular programmes saw value in DLM for facilitating better informed module choice, both within the context of the course and also thinking of longer‐term career choices.  Senior managers saw value in DLM adding to the student experience by supporting choice and also linking into broader skills development opportunities and career options."  (Dynamic Learning Maps)  

Reflections from the Design programme include the observation that learning achievements and outcomes are linked to learners' engagement in the curriculum. If learning outcomes are written as processes rather than outputs, it is easier for learners to focus on their own learning process. Learning outcomes and graduate attributes can be expressed in the form of competences, which allows a valuable mapping of learners' individual needs and aspirations with elements of the curriculum.