Building Behavioural Studies: Flexible curriculum design and pedagogy in process

But how do these claims manifest themselves in the real work of curriculum and pedagogy development in a brand new degree? In this paper we argue that preparing students for the new millennium requires rethinking curriculum and pedagogy from the bottom up, developing positions that are more 'flexible' than traditional degree programs. For example, Information Technology know how is essential on the campus, and as tools for 'new professionals.' This skills acquisition, however, is only one within a range of tools we impart, and that include a range of significantly social skills of the kind Behavioural Studies graduates should properly claim as their expertise.

This flexibility may focus on the 'flexible society', but that focus remains integrated within a critical perspective on pedagogy, professionalism, and the development of critically flexible professionals. Our curriculum and pedagogy development occurs with critical eye towards the social, cultural, economic, political processes that shape the so-called 'flexible society'. Thus, claims that we are producing 'professionals for the workplace', mean that our intent is to prepare 'agents of change' rather than mere technocrats.

We are seeking to adhere to an approach to pedagogy that is innovative in its incorporation of various component disciplines. Our purpose is to rethink traditional disciplinary boundaries in ways that are underwritten by a concern to enhance student centred outcomes. In developing a new degree for students who are conceived as 'agents of change' we aim to incorporate in curriculum and pedagogy processes and practices that stimulate both a heightened awareness of critical skills, and a sensitivity to their application in a wide range of workplaces. We will illustrate this development process through a discussion of several dimensions of the strategy. The first is our matrix design, which serves as an organising framework that quite deliberately incorporates and monitors coherence. The second is the range of teaching strategies, including individual and self learning pedagogies, problem based learning, and case studies, as well as critical pedagogy.

We conclude by arguing the importance of vertical and horizontal coherence as features of innovative curriculum design for flexible delivery.