Bottom-up curriculum innovation through grants for lecturers

Abstract

The aim of this case study is to evaluate the bottom-up approach of curriculum innovation in higher education through the implementation of Teaching Innovation Grants (TIGs). Through the TIGs, lecturers were granted hours to innovate their course. Of the 81 applications, 52 were granted. The TIGs were implemented in BSc and MSc courses on topics in economics and business. Each grant touched upon one or more of the educational themes - (1) internationalization, diversity & inclusion, (2) ethics, responsibility & sustainability, (3) digital business & data science, (4) employability, and (5) active & blended learning - the faculty board has formulated as ambitions for improving and renewing what and how we teach in our degree programs. Overall, the TIGs has facilitated lecturers in innovating their teaching. They perceived the workload as manageable, but intensive. Support by teaching assistants and/or educationalist was an important factor for a successful implementation.