Investigating UbD as a course design framework for educators to evidence pedagogical decision sin higher education

Investigating UbD as a course design framework for educators to evidence pedagogical decision sin higher education

This research project investigated the Understanding by Design (UbD) framework alignment to educator practices and questioned if the UbD stages and tools could be suitable to capture educator’s key pedagogical design decisions within the higher education context. The study draws upon the School of Business educator interviews, Academic Quality Unit professional staff interviews, and an analysis of the university and governance documentation, within a regional university. A correlation exists between the UbD stages, educator design practice, TEQSA intent, and selected Higher Education Threshold Standards. The educators' course design process identifies elements – learning objectives, assessment, and learning activities – similar to UbD framework processes stages and intent. A lack of clarity exists around the university and governance requirements and expectations for course design. Consequently, educators do not express an obligation or responsibility to quality standards and providing evidence of course design. This research contributes to Australian research, exploring UbD or the application to course design in HE. The findings agree with literature identifying a gap in university course design policy, procedure and guidance and the influence on educators’ course design practices and attitude (Zundans-Fraser et al., 2016). Further investigation is required to adapt the UbD framework and tools to meet needs of the School of Business educators. However, due to the minimal university course design governance documentation, implementing a course design framework and tools at the course level requires further investigation to determine the potential impact on the university educators.

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