Designing a Social Policy curriculum for international, comparative and global learning

Research output: Chapter in Book/Report/Conference proceedingChapter


Designing a curriculum, whether for a module or unit, or a degree programme can now be informed by a wealth of learning and teaching scholarship that evidences effective approaches in understanding student learning, the significance of knowledge and skills, student progression and the relationship between learning and assessment. While some of these ideas are familiar to some academics, capacity to fully engage with the wider literature on learning and teaching in higher education or the Scholarship of Teaching and Learning (SoTL) as it is known is more limited. The discussion in this chapter concerns both general prinicples that can help to navigate the design of curricula, some of the particular challenges that are posed for programmes and modules in global, international and comparative social policy (GICSP) teaching, and some ideas about how these can be addressed. This includes consideration of the utility of models of curriculum design; exploration of design in social policy teaching alongside the key questions of ‘what?’, ‘why?’ and ‘how?’; key issues for learning and teaching in the field of GICSP; the problem of ‘subject content’ and the ‘less is more’ approach; the importance of ‘purpose’ and its implications for design, and finally a discussion of the relationship between aims and practice in curriculum design.
Original languageEnglish
Title of host publicationTeaching Social Policy
Subtitle of host publicationInternational, Comparative and Global Perspectives
EditorsZoë Irving
PublisherEdward Elgar Publishing
Number of pages15
ISBN (Electronic)9781035302017
ISBN (Print)9781035302000
Publication statusPublished - 14 Nov 2023

Publication series

NameElgar Guides to Teaching
PublisherEdward Elgar

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