From Macro to Micro-Level Constructions in Course Design and Development in Higher Education: the case of a ‘principled’ framework for a new Masters in Public Health
Toohey (1999) reminds us that, ‘teachers in higher education retain a very significant advantage over teachers in other branches of education: their control of the curriculum’ (p.1). This advantage in higher education comes from a long-standing feature of academic life – the ‘freedom’ and ability to...
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| Format: | Article |
| Language: | English |
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Centre for the Enhancement of Learning and Teaching (CELT), London Metropolitan University
2007
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| Online Access: | https://repository.londonmet.ac.uk/263/1/InvestigationsInUniversityTeachingAndLearning%20v4n2%20p64-81.pdf |
| _version_ | 1804071493394497536 |
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| author | Musoro, Livingstone |
| author_facet | Musoro, Livingstone |
| author_sort | Musoro, Livingstone |
| collection | LMU |
| description | Toohey (1999) reminds us that, ‘teachers in higher education retain a very significant advantage over teachers in other branches of education: their control of the curriculum’ (p.1). This advantage in higher education comes from a long-standing feature of academic life – the ‘freedom’ and ability to design and develop courses. It gives academics a chance to be creative and enrich the learning and teaching experience in higher education. However, ill-thought, poorly researched and consulted, and badly planned course design can be quite unfortunate, producing graduates who are what Nordberg (2006, p.22) calls ‘negative ambassadors for a course that did not meet their needs’. Thus, this paper sets out to discuss the macro-level process of course design and development in higher education, based on a ‘principled’ framework for a new MSc Public Health (MSc PH) developed at the Centre for Primary Health and Social Care in the Department of Applied Social Sciences (DASS). It outlines the characteristics of the process, focusing on the contextual background and rationale for the course, design approach, and steps and activities undertaken. The project lasted from summer 2006 to first semester of 2007/08. |
| first_indexed | 2024-07-09T03:44:08Z |
| format | Article |
| id | oai:repository.londonmet.ac.uk:263 |
| institution | London Metropolitan University |
| language | English |
| last_indexed | 2024-07-09T03:44:08Z |
| publishDate | 2007 |
| publisher | Centre for the Enhancement of Learning and Teaching (CELT), London Metropolitan University |
| record_format | eprints |
| spelling | oai:repository.londonmet.ac.uk:2632021-07-19T16:03:28Z http://repository.londonmet.ac.uk/263/ From Macro to Micro-Level Constructions in Course Design and Development in Higher Education: the case of a ‘principled’ framework for a new Masters in Public Health Musoro, Livingstone 370 Education 610 Medicine & health Toohey (1999) reminds us that, ‘teachers in higher education retain a very significant advantage over teachers in other branches of education: their control of the curriculum’ (p.1). This advantage in higher education comes from a long-standing feature of academic life – the ‘freedom’ and ability to design and develop courses. It gives academics a chance to be creative and enrich the learning and teaching experience in higher education. However, ill-thought, poorly researched and consulted, and badly planned course design can be quite unfortunate, producing graduates who are what Nordberg (2006, p.22) calls ‘negative ambassadors for a course that did not meet their needs’. Thus, this paper sets out to discuss the macro-level process of course design and development in higher education, based on a ‘principled’ framework for a new MSc Public Health (MSc PH) developed at the Centre for Primary Health and Social Care in the Department of Applied Social Sciences (DASS). It outlines the characteristics of the process, focusing on the contextual background and rationale for the course, design approach, and steps and activities undertaken. The project lasted from summer 2006 to first semester of 2007/08. Centre for the Enhancement of Learning and Teaching (CELT), London Metropolitan University 2007 Article NonPeerReviewed text en https://repository.londonmet.ac.uk/263/1/InvestigationsInUniversityTeachingAndLearning%20v4n2%20p64-81.pdf Musoro, Livingstone (2007) From Macro to Micro-Level Constructions in Course Design and Development in Higher Education: the case of a ‘principled’ framework for a new Masters in Public Health. Investigations in university teaching and learning, 4 (2). pp. 64-81. ISSN 1740-5106 |
| spellingShingle | 370 Education 610 Medicine & health Musoro, Livingstone From Macro to Micro-Level Constructions in Course Design and Development in Higher Education: the case of a ‘principled’ framework for a new Masters in Public Health |
| title | From Macro to Micro-Level Constructions in Course Design and Development in Higher Education: the case of a ‘principled’ framework for a new Masters in Public Health |
| title_full | From Macro to Micro-Level Constructions in Course Design and Development in Higher Education: the case of a ‘principled’ framework for a new Masters in Public Health |
| title_fullStr | From Macro to Micro-Level Constructions in Course Design and Development in Higher Education: the case of a ‘principled’ framework for a new Masters in Public Health |
| title_full_unstemmed | From Macro to Micro-Level Constructions in Course Design and Development in Higher Education: the case of a ‘principled’ framework for a new Masters in Public Health |
| title_short | From Macro to Micro-Level Constructions in Course Design and Development in Higher Education: the case of a ‘principled’ framework for a new Masters in Public Health |
| title_sort | from macro to micro level constructions in course design and development in higher education the case of a principled framework for a new masters in public health |
| topic | 370 Education 610 Medicine & health |
| url | https://repository.londonmet.ac.uk/263/1/InvestigationsInUniversityTeachingAndLearning%20v4n2%20p64-81.pdf |
| work_keys_str_mv | AT musorolivingstone frommacrotomicrolevelconstructionsincoursedesignanddevelopmentinhighereducationthecaseofaprincipledframeworkforanewmastersinpublichealth |