Login |

Project documents and dissemination

See for further information on the evaluation and technical outputs.

Project reporting

The following Project administration and planning documents are available:

Embedding phase

The embedding phase of PiP sought to implement C-CAP within University faculties.  Embedding activities were set out in the embedding plan below and by Project close (end April 2013) C-CAP was embedded within three faculties and had demonstrated considerable impact. Further development and embedding work will continue beyond PiP.

The issues surrounding the longer term management of curriculum designs as "knowledge assets" was highlighted during the PiP evaluation phase. A briefing paper for stakeholders was created in late 2012 in order to summarise the potential role of C-CAP in capturing curriculum designs and to stimulate discussion on the development of protocols, or of a policy framework, for governing their on-going management, promotion and reuse.

To support the faculty embedding activity, a C-CAP administration "manual" was drawn up for academic quality (AQ) teams and faculty officers.  These stakeholders were poorly served by the existing training and development materials (created during an earlier phase of the Project), owing to their focus on C-CAP from academics' perspectives (see PiP YouTube Channel, for example).  This training manual explains the administrative functionality available to AQ staff in C-CAP and provides an insight into institutional approval processes.

Several PiP Blog posts were published during the embedding phase, specifically to discuss the issues surrounding the implementation of tech-support curriculum design and approval tools. These included the following posts:

Research reports

Several "research reports" were prepared throughout the early stages of the Project. These reports consolidated the work of the Project and ground it in the relevant literature:

  • PiP Baselining Report: The first year of the project was conceived as a data gathering and baselining phase to establish current practice at the University of Strathclyde and identify opportunities for enhancement of approval workflow processes and new ways of communicating educational messages about effective curriculum design.
  • Troublesome Knowledge and Constructivism: This paper explores potential sources of conceptual difficulty and troublesome knowledge within curriculum design and approval, with particular reference to professional services and support staff.
  • Threshold Concepts and Troublesome Knowledge in Curriculum Design: This paper reports on best practice and innovation within curriculum design.  It explores the notion of "threshold concepts and troublesome knowledge" within this domain.
  • Developing an Accessible Curriculum: A paper examining the issues faced by disabled students as a result of previous approaches to curriculum and the impact changes to the approval and design process could have on their University experience.

Project dissemination

As PiP enters its embedding phase (August 2012- April 2013) is it expected that further dissemination of substantive project outcomes will be disseminated at conferences and in academic/practitioner literature.

  • JISC Logo
  • Strathclyde logo