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In Accounting, both our undergraduate and postgraduate programmes are accredited by a number of professional bodies.  This results in both content and assessment methods in many ‘core’ modules being closely regulated in order to maximise professional exemptions. To this extent, I would say that our view of curriculum primarily reflects Category B.

Elements of Category C can be found in some non-core modules, such as skills modules or practical workshops, where there is more emphasis on the student experience, and also during revalidation discussions at programme level.

Category D can be found more at Masters level, for example in research methods and dissertation modules.

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The model for developing a professional curriculum for Social Work at Ulster has evolved since 2001 when the Degree in Social Work was established as the threshold level for qualification in social work practice. Since then the regulatory body has influenced the content of the curriculum specifying what should be taught and assessed. The NI Framework Specification for the Degree in Social Work (2015) is the current standard against which the combined academic and practice content had been developed. So in some respects, the Category B defined by Fraser and Bosanquet (2006) could be applied because there is an emphasis on developing knowledge and skills required to meet professional requirements. However, the additional imperative to inculcate critical reflective skills suggests a process which facilitates student learning and this is reflected in practice learning which becomes the praxis for the application and integration of theory; thus highlighting how the curriculum is the students' experience of learning (category C). Scaffolding learning becomes the foundation of developing competence in professional practice as students' gain confidence in their understanding of their professional role and engagement with service users and carers. In fact, the involvement of service users and carers in enhancing the curriculum through involvement in teaching and skills development has led to a critical understanding of the social construction of the professional curriculum. Tensions arise in the wider influence of stakeholders on the content of the curriculum and shared understanding of the expectations of employers at the point of initial qualification (Review of the Degree in Social Work Report 14 June 2019 NISCC). The greatest challenge emerges from creating a shared understanding of curriculum when university structures interface with regulatory bodies, co-constructing joint processes for approval and quality assurance, thus curriculum can be viewed as an evolutionary process

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Curriculum in my setting is process and praxis.  The nature of the community youth work course relies on an emancipatory interest that through the process of the learning the students can reflect on their experience and apply it to their practice.  This has to be balanced with core areas that fit with Category B as a structure.  I like to think of it like a slinky - there is a core shape but it is dynamic to meet needs and interests.

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Curriculum in my setting is process and praxis.  The nature of the community youth work course relies on an emancipatory interest that through the process of the learning the students can reflect on their experience and apply it to their practice.  This has to be balanced with core areas that fit with Category B as a structure.  I like to think of it like a slinky - there is a core shape but it is dynamic to meet needs and interests.

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Curriculum to me was always the strategy for knowledge transfer. 

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Curriculum to me was always the strategy for knowledge transfer. 

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Fraser and Bosanquet show 4x categories, but it looks like each category would suit different subjects. My experience at UU has been of B and C categories with some academic team pushing towards D. There is an earnest desire to work in partnership with student engineers, and there is also the tension of having to meet the requirements of other stakeholders too.

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Curriculum is a term I rarely hear referred to within our School.  However for my school it would fall within category B 'The structure and content of a programme of study' - given that we are an accredited course with the BPS. 

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Curriculum is a term I rarely hear referred to within our School.  However for my school it would fall within category B 'The structure and content of a programme of study' - given that we are an accredited course with the BPS. 

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For me as a lecturer on a degree programme that is approved by a regulatory body who regulate the standards for the taught modules and practice assessment, I would say that curriculum at Ulster falls within categories A and B. 

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For me as a lecturer on a degree programme that is approved by a regulatory body who regulate the standards for the taught modules and practice assessment, I would say that curriculum at Ulster falls within categories A and B. 

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Danielle M

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I see it as a set structure of what needs to be delivered, but also glimpses of accepting some of the elements of C & D where for example industry professionals are consulted when rethinking content. I think this only happens when revalidation occurs though and not on a ongoing basis. If it were truly like C&D it would be on a continuing basis, which I would like to see.

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I am not contributing anything new as I agree with several colleagues that define it as A and B. There seems to be a fear of challenging the "institutional" structures that require rigid curriculum options. I would love to be in an environment where students were included in the development of their curriculum. But after years of US accreditation work, I know it is a lot of work to prove its worthiness.

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I am not contributing anything new as I agree with several colleagues that define it as A and B. There seems to be a fear of challenging the "institutional" structures that require rigid curriculum options. I would love to be in an environment where students were included in the development of their curriculum. But after years of US accreditation work, I know it is a lot of work to prove its worthiness.

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Haley

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I would like to see Category D as the basis for developing and implementing curriculum at Ulster. Currently I feel it is more in cat A and B at the moment.

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I would like to see Category D as the basis for developing and implementing curriculum at Ulster. Currently I feel it is more in cat A and B at the moment.

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After 3 semester teaching in School of Engineering, I think the term "curriculum" falls in categories B and C at Ulster University.

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After 3 semester teaching in School of Engineering, I think the term "curriculum" falls in categories B and C at Ulster University.

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Amir

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Curriculum isn't a term I've heard used too often at Ulster.  In fact, I have usually only ever associated it with primary and post-primary education.  Having read the article, I would say that curriculum at Ulster falls largely within categories A and B. There are of course, a few exceptions, particularly where Reasonable Adjustment Recommendations are put in place.  Certain disabilities or health conditions will require more input and direction from the student in terms of content, delivery or assessment while still meeting the overall aims of 'the curriculum'.
Ryan B

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Considering the paper and my experience at Ulster, where I am learning so much everyday as new member of staff, I feel all four categories are important aspects to the curriculum at all levels in Ulster. Perhaps there is more emphasis placed on specific categories depending on the level e.g. at the institutional level the student experience is very important, which does shape focus and 'understanding'. Following on from others comments below, I do feel like the word curriculum is used when talking about new teaching approaches that could be adopted e.g. Design Thinking.

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Considering the paper and my experience at Ulster, where I am learning so much everyday as new member of staff, I feel all four categories are important aspects to the curriculum at all levels in Ulster. Perhaps there is more emphasis placed on specific categories depending on the level e.g. at the institutional level the student experience is very important, which does shape focus and 'understanding'. Following on from others comments below, I do feel like the word curriculum is used when talking about new teaching approaches that could be adopted e.g. Design Thinking.

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Rachael F

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The traditional approach to understanding the term "curriculum" would likely fall within categories A and B .  Taking into consideration Ulster I would say there is a definite shift towards C and D especially in response to student feedback however "official" documents remain unaltered.

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The traditional approach to understanding the term "curriculum" would likely fall within categories A and B .  Taking into consideration Ulster I would say there is a definite shift towards C and D especially in response to student feedback however "official" documents remain unaltered.

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In my understanding, the term 'curriculum' at ulster would be close to the concept of category A and B. However, there are some emphasis on students' experience of learning, so I want to include the category C as well.
Supriya

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 Category A and B would be closer to my understanding of curriculum at ulster where we teach to a rigid set of module content, delivery methods and learning outcome assessments. However, I think we are now starting to incorporate cat c and maybe d which is much more student centred.

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 Category A and B would be closer to my understanding of curriculum at ulster where we teach to a rigid set of module content, delivery methods and learning outcome assessments. However, I think we are now starting to incorporate cat c and maybe d which is much more student centred.

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Not working in an academic capacity, but having just completed a PTUG over the last 5 years, I have never heard curriculum mentioned from a student's perspective, but can see how Cat A is similar to the information laid out in the module handbook, and Cat B is similar to what is included in the 'About' section of the course details on our website. In SWB, the term has never been used. I believe that curriculum is something you hear more of in regards to primary and post-primary education. Judith McM

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Not working in an academic capacity, but having just completed a PTUG over the last 5 years, I have never heard curriculum mentioned from a student's perspective, but can see how Cat A is similar to the information laid out in the module handbook, and Cat B is similar to what is included in the 'About' section of the course details on our website. In SWB, the term has never been used. I believe that curriculum is something you hear more of in regards to primary and post-primary education. Judith McM

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When I think of the word curriculum, I connect it with post-primary education, with key-stage this/that. in all my years at the university, I don't think I have ever heard a student mention curriculum? in an ideal world, I would like it to represent all four categories?

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When I think of the word curriculum, I connect it with post-primary education, with key-stage this/that. in all my years at the university, I don't think I have ever heard a student mention curriculum? in an ideal world, I would like it to represent all four categories?

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On reflection there are occasions where I could see how conceptions of curriculum could fit into all four categories. Curriculum isn't a term I've heard used very often although I haven't been in post during the process of a course validation. The paper does put a spotlight on how beneficial it could be to have a shared understanding of curriculum between internal/external stakeholders when designing and validating courses.

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Curriculum = the all encompassing learning materials, student experiences and processes (both intuitive and active) that make up a learning journey within a module or programme of study..

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At Ulster and in my experiences in Computing, I feel that the term ‘curriculum’ was traditionally product focused (particularly category B) but we are now seeing an increasing shift to a more process focused curriculum (categories C and D) across programmes to varying degrees and at various stages.
Debbie Rankin

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In terms of the school of sport and the different program/course offerings, I would say the curriculum could fall under Categories A, B, and C across the different programs and degree streams (Sport and Exercise Science, Sport Studies, Sport Coaching) Studies and Science being more theory based and coaching being more practical.
-Kyle Paradis-

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In my experience in Engineering, I would define curriculum as Category B when referring to theory based lessons.  Category C would better represent how course content is delivered when approaching practical sessions.

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In my experience in Engineering, I would define curriculum as Category B when referring to theory based lessons.  Category C would better represent how course content is delivered when approaching practical sessions.

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I feel like the term 'Curriculum' is used at Ulster under the 'dynamic and interactive process of teaching and learning' category with lots of support and resources to allow staff and students to do so.

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I feel like the term 'Curriculum' is used at Ulster under the 'dynamic and interactive process of teaching and learning' category with lots of support and resources to allow staff and students to do so.

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Considering the various categories, I believe that within Engineering, perhaps Category B would be closer to my understanding of the term curriculum, however, with a significant emphasis towards the student experience and needs (similar to model of C)  

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Considering the various categories, I believe that within Engineering, perhaps Category B would be closer to my understanding of the term curriculum, however, with a significant emphasis towards the student experience and needs (similar to model of C)  

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Interested in the various categories of interest identified in this research study (in Australia, with 25 Iees) and especially the 'emancipatory interest' which is highly student led. It reminds me of Carl Rogers and his student-centred teaching. It sounds idealistic when I think of my experience of teaching 1st years but worth considering with Masters students ...
Fodhla McGrane