Staff embodied experiences of Curriculum Redefined

Sarah Joyce (Digital Education Service)

Project overview

This fellowship complements work already taking place across the university to promote and apply the university’s educational change programme ‘Curriculum Redefined’. Senior leaders have initiated this change programme to address issues of diversity and inclusion across the university. We explore the principle that to create embodied versions of the student-focused benefits of Curriculum Redefined, such benefits must be part of the embodied experiences of staff.

Key findings

Remembering this research is a snapshot in time:

• Staff believe in CR's potential but feel hindered by bureaucracy, lack of resources,
and how large its agenda is, so much so that it is not understandable, with many
professional services staff seeing it as “not aimed at me”.
• CR is seen as a top-down initiative, creating disconnection from those making it
happen on the ground. Metaphors such as a "black cloud" or "Duckapotamus"
reflect confusion and fears of unnecessary ineffective reinvention rather than
meaningful progress in improving student educational experiences.
• Staff feel alienated and sceptical about CR's effectiveness, particularly around
inclusion, decolonisation, and diversity.
• Despite challenges, staff remain committed to CR's vision, and things are getting
better in terms of practical implementation.

Implications for practice

It would be good to:

• Develop context-sensitive communication strategies to bridge the gap between
institutional vision and staff understanding, ensuring inclusivity and clarity across all
areas, making CR for all staff.
• Regularly gather diverse staff feedback through participatory methods such as visual
and reflective tools, ensuring their voices inform ongoing policy and practice
development.
• Support and celebrate inclusive practices by prioritising strategies that address
systemic barriers and enhance inclusivity, aligning institutional goals with the lived
experiences of staff and students.
• Use innovative approaches such as learning journals and visual tools to deepen
engagement, improve understanding of complex experiences, and promote shared
ownership of institutional change.

If you want to find out more details about this fellowship or what the next steps were upon completion please read the full snapshot or contact Sarah (s.joyce2@leeds.ac.uk)

Project start date: 1 September 2022