Quality management through curriculum analytics, pedagogical and course innovation

Abstract

Quality management and the maintenance of educational excellence in higher education have become a complex issue in Australia and elsewhere, particularly as universities increasingly operate in transnational environments and offer an increasing collection of programs and modes of study. Curtin University seeks recognition as a global university with campuses in Western Australia, Malaysia, Singapore, Mauritius and Dubai. The Curtin 2017–2020 strategic plan promotes the university’s campuses as one study destination, resulting in a substantial increase of student mobility across campuses in recent years. Achieving and assessing equivalence of student academic experiences, irrespective of study location and mode is a key strategic aim for the university. The policy research paper provides a case in point of the insights gained through the mandated curriculum analysis, review and renewal (CARR) process employed at the university, which allows for pedagogical and course innovation and addresses a range of risks associated with innovative practices. The CARR process ensures the offering of innovative and high quality, contemporary courses that comply with the Australian Higher Education Standards Framework and other national and transnational legislation. The research provides insight into the nature and purpose of external referencing, outcome and process benchmarking and its relationship to pedagogical and course innovation. The quality management process discussed is able to provide an insight of how it can become a function of pedagogical and course innovation and renewal.