What Drives Curriculum Change?

Paul Gruba
Department of Computer Science and Software Engineering, The University of Melbourne, Victoria 3010, Australia.

Alistair Moffat
Department of Computer Science and Software Engineering, The University of Melbourne, Victoria 3010, Australia.

Harald Søndergaard
Department of Computer Science and Software Engineering, The University of Melbourne, Victoria 3010, Australia.

Justin Zobel
School of Computer Science and Information Technology, RMIT University, Victoria 3001, Australia.

Status

Proc. 6th Australasian Computing Education Conference, Dunedin, New Zealand, January 2004, pages 109-117.

Abstract

While promotional literature about Computer Science programs may claim that curricula are determined by the needs of the students and by international best practice, the reality is often different. In this paper we reflect on the factors underlying curriculum change in Computer Science departments and schools, from institutional requirements and financial pressures to purely academic considerations. We have used these reflections as the basis of an investigation of curriculum management practices at institutions in Australasia, via a survey instrument sent to a range of colleagues. Our findings from the survey are consistent with our own experiences, namely, that curriculum change is driven or inhibited by factors such as vocal individuals and practical constraints rather than higher academic motives.