A co-constructed curriculum: a model for implementing total institutional change in partnership with students

Harriet Dunbar-Morris, Amy Barlow, Angel Layer


This case study outlines a three-stage methodology for implementing wide-ranging, innovative curriculum reform, starting from a co-constructed vision of what a university education should afford its students.

In 2014, the University of Portsmouth began the ambitious task of co-creating an institutional vision for a twenty-first century university. Then, it undertook to revise its curriculum, working in partnership with its students, to ensure they would be set for success in their future careers and acquire the ‘Hallmarks of the Portsmouth Graduate’ during their higher education (HE) experience.

The cohesive re-design of courses enabled students and staff to: co-create an overarching, ambitious vision for the Hallmarks and incorporate it into course design; realise the shared vision for the purpose of HE.

This case study highlights how developing a sense of shared purpose was key to creating institutional buy-in to the large-scale change initiative and also presents lessons learnt.


Curriculum Design, Assessment, Graduate Attributes, Co-construction

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DOI: http://dx.doi.org/10.21100/jeipc.v5i1.926


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