Strategic Curriculum Redesign: A Triad Approach with Action-Mapping, Design Thinking, and Change Management

Abstract

As new academics within a university’s CTL unit, we were assigned to teach the core module (Foundations) for the Certificate of Teaching in Higher Education. Recognizing that the existing course fell short of desired standards, consistency, and rigor, we initiated a deliberate process of improvement. In this practice paper, we present a single case study that demonstrates how the fusion of action mapping and design thinking facilitated change management, ultimately leading to a redesigned Certificate. Our approach leveraged Cathy Moore’s action-mapping model, which proved transformative. By combining it with Design Thinking principles, we created a structured, learner-centric framework for curriculum design - one that fosters active and engaging learning experiences. At its core, action-mapping involves identifying performance-based objectives, designing relevant activities, and integrating formative feedback. Throughout this process, we navigated the challenges of change management - consulting stakeholders, addressing resistance, and ensuring buy-in from faculty. The redesign process yielded a revised Foundations module (focused on didactics), an additional core module (Learning by Design, emphasizing pedagogy), and a completely revamped Certificate. This creative and sometimes ‘messy’ process aligned curriculum design with the practical challenges faced by lecturers, leading us as curriculum designers on an enriching journey of self-discovery. The implications of this integrated approach go beyond this case study and offer guidelines and a framework that can be adopted by other higher education institutions to navigate curriculum redesign. The alignment of performance outcomes, design empathy, and strategic change management principles facilitate curriculum innovation, particularly in response to evolving educational standards and student expectations.