Abstract
A programâs development and implementation in a higher education institution is usually launched with great fanfare, goodwill and a huge effort on the part of the whole development team to ensure a worthwhile cohesive set of learning experiences aligned to the desired course learning outcomes. It is often not long before the glue starts to come unstuck arising from staffing changes, subtle migration of course resources, opportunistic inclusions of âoff the shelfâ or unit based innovative teaching and learning approaches, and perhaps general poor attention to detail with regard to the impact of new introductions and electives. This paper presents an initial investigation into the elusive goal of achieving course cohesion. The authors consider building cohesion into a course as it is being designed through identified cohesion factors and in sustaining course cohesion through active leadership.xx
Highlights
Designing a course1 at a university is the easy part
The responses from the two senior academics confirmed the pivotal role of leadership in maintaining course cohesion
Specific reference was made to a shared vision - relating to the cohesion factors of sequence, teaching approaches and assessment - reinforced through differing communication forums
Summary
Designing a course at a university is the easy part. It is exciting, creative and collegiate. The development and implementation of new courses are surrounded with enthusiasm and a genuine sense of renewal. It provides an opportunity for faculty members to work together in genuinely collaborative and collegiate ways. Almost inevitably, this dissipates as the “glue” of the initial design starts to come unstuck. The reasons for this are varied and may include staffing changes, subtle and incremental migration resources, opportunistic inclusions of “off the shelf” or unit based innovative teaching and learning approaches, and perhaps generally poor attention to detail with regard to the impact of new introductions and electives. Academic work becomes more atomistic with an exclusive focus on a single unit of study rather than holistic, that is, on a course or working in
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