Applying STEEPLE to course and curriculum design

Authors

  • Peter Colin Kelly The School of Business and Computer Science

DOI:

https://doi.org/10.21100/compass.v11i1.691

Keywords:

STEEPLE, strategy, environment, course/curriculum design.

Abstract

When it comes to course design in Higher Education, everything from learning theory and learning design theory to needs analysis and potential markets should shape our thinking. A group based course design task on the Post Graduate Certificate in Higher Education (PGCert. HE) at the University of Greenwich (UoG) provided the context within which my colleagues and I were able to bring a key aspect of our professional experience and expertise to course development. Ourbusiness background and an interest in strategic modelling in business led us to adopt the ‘STEEPLE’ model, which is an extension of the ‘PEST’ and ‘PESTLE’ models that preceded it and which is used in strategic decision making in business worldwide.

Author Biography

Peter Colin Kelly, The School of Business and Computer Science

Peter Kelly is a lecturer in Business Management studies at the School of Business and Computer Science in Trinidad and Tobago; a partner institution of the University of Greenwich in the UK. He has been a teacher for over thirty-one years, the past twelve of which have been at the tertiary level. He holds a Bachelor’s degree in Economics and History from the University of the West Indies, and a MBA from the Edinburgh Business School, Heriot-Watt University. He recently successfully completed (June 2017) the PGCert in HE from the University of Greenwich.

References

References:

• Beetham, H. (2012). Institutional Approaches to Curriculum Design: Final Synthesis Report, November 2012.

• Beetham, H. and Sharpe, R. (2013). Rethinking Pedagogy for a Digital Age: Designing for 21st century learning. Abingdon: Routeledge.

• Black, R. (2017). How will Brexit affect British universities and will EU students still be able to study in the UK? Available at: www.telegraph.co.uk/education/0/will-brexit-impactbritish-

universities/ (Accessed: 10/07/2017)

• Cooper, A. (2017). Brexit Threatens a Perfect Storm for UK Universities. Available at: www.huffingtonpost.co.uk/aldwyn-cooper/brexit-threatens-perfect-_1_b_15485800.html (Accessed: 10/07/2017)

• Gedye, S. and Ivaldi, F. (2016). 7 Steps to: Enhancing Student Employability, 7 Steps Series, Teaching and Learning Support (TLS). University of Plymouth.

• Gratton, L. (2011). The Future of Work. London Business School. Available at: http://innovation.london.edu/resource/59/index.html. (Accessed: 29/06/2017)

• Hockings, C. (2010). Inclusive Learning and Teaching in Higher Education: A synthesis of research. York: Higher Education Academy. Available at:

https://www.heacademy.ac.uk/resources/detail/resources/detail/evidencenet/Inclusive_learning_and_teaching_in_higher_education. (Accessed: 02/07/2017)

• Hos-McGrane, M. (2012). Tech Transformation: Using Technology –v-Integrating Technology. Available at:

www.maggiehosmcgrane.com/2012/10/using-technology-vintegrating.

html. (Accessed: 19/06/2017)

• Hussey, T. and Smith, P. (2003). The trouble with learning outcomes, Active Learning in Higher Education, 3 (2).

• Knight, P. (2002). Being a Teacher in Higher Education. Buckingham: SRHE/OU.

• Lees, D. (2002). Graduate Employability: A Literature Review.

Available at: www.qualityresearchinternational.com/esecttools/esectpubs/leeslitreview.pdf (Accessed:16/06/2017)

• Morgan, H. and Houghton, A-M (2011). Inclusive Curriculum Design in Higher Education: Considerations for effective practice across and within subject areas. York: Higher Education Academy. Available at:

www.heacademy.ac.uk/resources/detail/inclusion/Disability/Inclusive_curriculum_design_in_higher_education. (Accessed: 10/06/2017)

• Shaw, M. (2002). Contexts for Curriculum Design: working with external pressures. HEA

• The Higher Education Academy. https://www.heacademy.ac.uk/individuals/studentsuccess/

toolkits/TEL (Accessed: 10/06/2017)

• Warren, D. (2016). “Course and learning design and evaluation.” In: Pokorny and Warren

(eds.) Enhancing Teaching Practice in Higher Education. Sage. pp. 11-46

Downloads

Published

04/24/2018