Three perspectives on a collaborative, whole-of-program process of curriculum change: Aligning a Creative Arts program with Threshold Learning Outcomes

This qualitative case study reports on an emerging four-stage process of support for curriculum change using reflective data which highlights three perspectives: that of the Academic Developer, the Head of Program, and the Discipline Leader. The aim of the change process was to enhance employment outcomes of Creative Arts students by aligning the program curriculum with disciplinary Threshold Learning Outcomes. Successful features and areas for further attention are identified. The findings indicate that key features of the support process, such as its collaborative, situated, action-learning approach, have resulted in positive outcomes for participants. These include opportunities for reflective practice, peer and in situ learning as well as the development of participant engagement and leadership as part of the curriculum change process. Furthermore the process mirrored actions and emphasised concepts related to the employability of graduates of the program under review