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Musoro, Livingstone (2007) From Macro to Micro-Level Constructions in Course Design and Development in Higher Education: the case of a ‘principled’ framework for a new Masters in Public Health. Investigations in university teaching and learning, 4 (2). pp. 64-81. ISSN 1740-5106
Toohey (1999) reminds us that, ‘teachers in higher education retain a very significant advantage over teachers in other branches of education: their control of the curriculum’ (p.1). This advantage in higher education comes from a long-standing feature of academic life – the ‘freedom’ and ability to design and develop courses. It gives academics a chance to be creative and enrich the learning and teaching experience in higher education. However, ill-thought, poorly researched and consulted, and badly planned course design can be quite unfortunate, producing graduates who are what Nordberg (2006, p.22) calls ‘negative ambassadors for a course that did not meet their needs’. Thus, this paper sets out to discuss the macro-level process of course design and development in higher education, based on a ‘principled’ framework for a new MSc Public Health (MSc PH) developed at the Centre for Primary Health and Social Care in the Department of Applied Social Sciences (DASS). It outlines the characteristics of the process, focusing on the contextual background and rationale for the course, design approach, and steps and activities undertaken. The project lasted from summer 2006 to first semester of 2007/08.
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