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    Implementing constructive alignment in higher education–cross-institutional perspectives from Australia

    Access Status
    Fulltext not available
    Authors
    Ruge, Gesa
    Tokede, O.
    Tivendale, L.
    Date
    2019
    Type
    Journal Article
    
    Metadata
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    Citation
    Ruge, G. and Tokede, O. and Tivendale, L. 2019. Implementing constructive alignment in higher education–cross-institutional perspectives from Australia. Higher Education Research and Development. 38 (4): pp. 833-848.
    Source Title
    Higher Education Research and Development
    DOI
    10.1080/07294360.2019.1586842
    ISSN
    0729-4360
    Faculty
    Faculty of Business and Law
    School
    School of Accounting, Economics and Finance
    URI
    http://hdl.handle.net/20.500.11937/94966
    Collection
    • Curtin Research Publications
    Abstract

    Constructive alignment (CA) has become internationally established as an educational approach linking strategic planning and corporate policy to discipline and course teaching and learning practice. The literature to date has focused predominantly on either single institutional or specific discipline settings and curriculum level initiatives. This research study seeks to broaden the conceptual and methodological perspective on constructive alignment with a cross-institutional study from two Australian universities. The case study learnings from a top-down institutional implementation of CA at one university and the bottom-up teaching and learning approach within the other have been jointly investigated. By mapping the implementation process of constructive alignment, the key strengths and constraints for both approaches have been identified. These findings offer new insights for institutional managers as well as academics and teaching and learning professionals. In addition, a potential ‘gap in the middle’ at faculty level is highlighted. It is within this nexus that the transitions from institutional policy and targets to successful discipline-specific teaching and learning practices and outcomes are shaped. This research seeks to raise the awareness that CA design, planning and implementation should be conceptualised from the outset as a dynamic, multi-directional and iterative process, irrespective of whether a predominantly top-down or bottom-up approach for implementation is chosen.

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