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

PhD by Publication


Tame, Hendrika. 2023. Investigating UbD as a course design framework for educators to evidence pedagogical decision sin higher education. PhD by Publication Master of Professional Studies (Research). University of Southern Queensland. https://doi.org/10.26192/z3v7q
Title

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

TypePhD by Publication
AuthorsTame, Hendrika
Supervisor
1. FirstProf Karen Trimmer
1. FirstDr Nicole Brownlie
Institution of OriginUniversity of Southern Queensland
Qualification NameMaster of Professional Studies (Research)
Number of Pages122
Year2023
PublisherUniversity of Southern Queensland
Place of PublicationAustralia
Digital Object Identifier (DOI)https://doi.org/10.26192/z3v7q
Abstract

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.

KeywordsUnderstanding by Design; educator; course design; higher education; quality
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390303. Higher education
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author/creator.

Byline AffiliationsSchool of Education
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