Constructive alignment Recognising the workload that multiple such processes can entail, we developed an integrative model for Lancaster University Management School based on the constructive alignment (CA) model (Biggs, 2015), which led to a more holistic view of individual programmes and made monitoring and enhancement more effective. Taking the common principles of coherent programme design and evaluation as a starting point, we noted synergies between: • the foundation principles of AACSB’s Assurance of Learning (AOL) requirement that learning competencies are defined for all programmes and are assessed to demonstrate that they have all been achieved (AACSB 2020), • AMBA’s requirement that learning outcomes should be mapped and measured against content and assessment (AMBA 2022), • EQUIS’ requirement that students’ work should reflect the intended learning outcomes (EQUIS 2023), and • the principles laid down by the QAA that programmes of study are designed in a coherent way that enable students to learn and demonstrate the achievement of that learning through robust and secure assessment mechanisms (QAA, 2018). These approaches are underpinned by the work of John Biggs, CA theory. Biggs noted that, ‘the key [to CA] is that all components in the teaching system – the curriculum and its intended outcomes, the teaching methods used, the assessment tasks – are aligned to each other’ (Biggs, 2015) and described curriculum mapping as, ‘a systematic means of ensuring alignment.’ (Biggs, Tang and Kennedy. 2022). Putting in into practice Considering extant approaches to programme design and evaluation, we found that alignment of programme learning outcomes with content and assessment was not explicit. In response, we introduced a simple mapping process to demonstrate where content was delivered and assessed across modules resulting in a holistic visualisation of each programme. To implement the change, we provided guidance on the purpose of the mapping tools and how to complete them and met with individuals and teams. Departments elected to complete the mapping exercise in a variety of ways which required a flexible supportive response, sometimes one-to-one conversations and feedback, sometimes group workshops. In all cases, the retrospective application of CA highlighted overlapping module content, gaps in the introduction or development of learning, over-reliance on some types of assessment, and where learning outcomes were not being tested. Following this exercise, Programme Directors could re-engage with their programmes with a new perspective, resulting in structural and assessment improvements. The School was also able to assure itself, through its formal QA committees, that programmes were cohesive, receiving completed maps as evidence of alignment but crucially also allowing challenge to curriculum and assessment design, testing assumptions and practice and sharing examples across disciplines. Maps are now routinely used in the design, monitoring and review of programmes and these tools have been adopted across the University and embedded within design, approval, monitoring, and review procedures for all Lancaster provision, including at our partner institutions. These simple tools are widely accepted as a concise record of programme intent and a means to ensure that both learning outcomes are achievable and, where appropriate, for enhancements to be identified and proposed. Benefits to programme design We have successfully shown that adopting a Constructive Alignment approach can satisfy multiple Professional Statutory and Regulatory Bodies and create simple but meaningful processes that add value with minimal effort. We also believe we can extend the benefits already seen to enhance the design, planning and delivery of cohesive learning experiences. Institutionally, we are in a period of transformational change with a focus on programme-led design and delivery and strategically planned development and delivery of taught provision. At present, the mapping tools provide a measure of assurance at the individual programme delivery level, however it could be possible to use the maps to compare programmes across the portfolio, demonstrate the embedding of the School’s responsibility agenda within all programmes, and effectively plan for the delivery of supported curriculum content such as careers and learning development interventions, to name but a few opportunities. We intend, therefore, to investigate in collaboration with members of the School Leadership Team the uses of curriculum and assessment maps within a strategic and operational context across the School with the aim to support long-term planning. 41 Scholarship Matters UK Business Schools are familiar with the complex landscape of multiple regulatory, quality assurance and certification processes, such as the Office for Students (OfS), QAA, AACSB, AMBA and EQUIS, which all require evidence of coherent programme design, evaluation and review as part of registration or accreditation. As well as the driver of regulatory compliance, these processes have a fundamental role to play in encouraging behaviours and practices relating to innovative pedagogic practice and instilling a culture of reflection and continuous improvement.
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