A Systemic Approach to Improving Teaching and Learning

The paper describes one university’s approach to improving the quality of teaching and learning at the institutional level, based on the premise of improving the design of curriculum rather than focusing on the skills of teachers. I also describe the process by which university-wide principles of curriculum design are defined and agreed, as well as the parallel campaigns needed to align promotions, budgets and other key promoter of academic behavior and institutional culture behind curriculum renewal. The paper outlines the key contributory factors behind the approach detected in most universities in general and in institution in particular. It also identifies the structural and cultural obstacles to pave the way and to find solution for systemic reform, including some common approaches intended to improve teaching and learning, and the collateral pressures for research improvement.